short essay on criticism

An Essay on Criticism Summary & Analysis by Alexander Pope

• Line-by-Line Explanation & Analysis
• Poetic Devices
• Vocabulary & References
• Form, Meter, & Rhyme Scheme
• Line-by-Line Explanations

Alexander Pope's "An Essay on Criticism" seeks to lay down rules of good taste in poetry criticism, and in poetry itself. Structured as an essay in rhyming verse, it offers advice to the aspiring critic while satirizing amateurish criticism and poetry. The famous passage beginning "A little learning is a dangerous thing" advises would-be critics to learn their field in depth, warning that the arts demand much longer and more arduous study than beginners expect. The passage can also be read as a warning against shallow learning in general. Published in 1711, when Alexander Pope was just 23, the "Essay" brought its author fame and notoriety while he was still a young poet himself.

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The Full Text of “From An Essay on Criticism: A little learning is a dangerous thing”

1 A little learning is a dangerous thing;

2 Drink deep, or taste not the Pierian spring:

3 There shallow draughts intoxicate the brain,

4 And drinking largely sobers us again.

5 Fired at first sight with what the Muse imparts,

6 In fearless youth we tempt the heights of Arts,

7 While from the bounded level of our mind,

8 Short views we take, nor see the lengths behind,

9 But, more advanced, behold with strange surprise

10 New, distant scenes of endless science rise!

11 So pleased at first, the towering Alps we try,

12 Mount o'er the vales, and seem to tread the sky;

13 The eternal snows appear already past,

14 And the first clouds and mountains seem the last;

15 But those attained, we tremble to survey

16 The growing labours of the lengthened way,

17 The increasing prospect tires our wandering eyes,

18 Hills peep o'er hills, and Alps on Alps arise!

“From An Essay on Criticism: A little learning is a dangerous thing” Summary

“from an essay on criticism: a little learning is a dangerous thing” themes.

Shallow Learning vs. Deep Understanding

• See where this theme is active in the poem.

Line-by-Line Explanation & Analysis of “From An Essay on Criticism: A little learning is a dangerous thing”

A little learning is a dangerous thing; Drink deep, or taste not the Pierian spring: There shallow draughts intoxicate the brain, And drinking largely sobers us again.

Fired at first sight with what the Muse imparts, In fearless youth we tempt the heights of Arts, While from the bounded level of our mind, Short views we take, nor see the lengths behind,

But, more advanced, behold with strange surprise New, distant scenes of endless science rise!

Lines 11-14

So pleased at first, the towering Alps we try, Mount o'er the vales, and seem to tread the sky; The eternal snows appear already past, And the first clouds and mountains seem the last;

Lines 15-18

But those attained, we tremble to survey The growing labours of the lengthened way, The increasing prospect tires our wandering eyes, Hills peep o'er hills, and Alps on Alps arise!

“From An Essay on Criticism: A little learning is a dangerous thing” Symbols

The Mountains/Alps

• See where this symbol appears in the poem.

“From An Essay on Criticism: A little learning is a dangerous thing” Poetic Devices & Figurative Language

Alliteration.

• See where this poetic device appears in the poem.

Extended Metaphor

“from an essay on criticism: a little learning is a dangerous thing” vocabulary.

Select any word below to get its definition in the context of the poem. The words are listed in the order in which they appear in the poem.

• A little learning
• Pierian spring
• Bounded level
• Short views
• The lengthened way
• See where this vocabulary word appears in the poem.

Form, Meter, & Rhyme Scheme of “From An Essay on Criticism: A little learning is a dangerous thing”

Rhyme scheme, “from an essay on criticism: a little learning is a dangerous thing” speaker, “from an essay on criticism: a little learning is a dangerous thing” setting, literary and historical context of “from an essay on criticism: a little learning is a dangerous thing”, more “from an essay on criticism: a little learning is a dangerous thing” resources, external resources.

The Poem Aloud — Listen to an audiobook of Pope's "Essay on Criticism" (the "A little learning" passage starts at 12:57).

The Poet's Life — Read a biography of Alexander Pope at the Poetry Foundation.

"Alexander Pope: Rediscovering a Genius" — Watch a BBC documentary on Alexander Pope.

More on Pope's Life — A summary of Pope's life and work at Poets.org.

Pope at the British Library — More resources and articles on the poet.

LitCharts on Other Poems by Alexander Pope

Ode on Solitude

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An Essay on Criticism: Part 2

Pope, alexander (1688 - 1744).

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from An Essay on Criticism

Join Alexander Pope on a metaphysical journey of discovery… that will last a lifetime.

“[It is] difficult to know which part to prefer, when all is equally beautiful and noble.” Weekly Miscellany comments on the poetry of Alexander Pope

Alexander Pope spent his childhood in Windsor forest and, from an early age, gained a keen appreciation for nature. Later in his life he lived in a property by the River Thames in London where he cultivated his own garden that he opened for visitors. In today’s poem, written in 1709, we can see this love of the natural world through his shaping of elements of the landscape into an extended metaphor for knowledge. This landscape is vast and mountainous: the Alps , Europe’s largest mountain range are a prominent feature, as are hills, vales , an endless sky and eternal snows . Compared to this vast landscape, people are almost insignificant. Their role in the poem is to act as explorers who set off on a journey of discovery, trying to conquer the highest mountains by ascending to the summit; we tempt the heights of Arts… the towering Alps we try… Finally, despite being almost exhausted by his efforts, the explorer realises that his journey has barely begun; the mountain vista stretches ahead, unbroken, into the distance:

A poem’s central idea, often developed into an extended metaphor, is known as a conceit . Unlocking the first couplet should provide you the key to Pope’s conceit in An Essay on Criticism . Pope begins with a warning that:

The Pierian Spring is an important place in Greek Mythology , the source of a river of knowledge that was associated with the nine ancient Muses, themselves a metaphor for artistic inspiration. In this poem, it’s part of the landscape that functions as an extended metaphor for learning. It might seem strange that Pope begins by giving his readers a warning to taste not the waters of this river. However, it’s important to realise that Pope isn’t saying not to drink from the well of knowledge at all. He tells us to drink deep , emphasising his instruction with both alliterative D and using the imperative tense (where the verb is placed at the beginning of the line or phrase). To Pope’s mind, learning is seductive and intoxicating . Once you set out on the journey of learning, or take even a tiny sip from the wellspring of knowledge, you won’t be able to resist the temptation to learn more. Therefore, he suggests that you either prepare to immerse yourself completely in the Pierian Spring , or don’t drink at all.

Once you’ve discovered the connotations of Pierian Spring , the rest of the poem can be read as a warning (or criticism ) of anyone who is rash enough not to follow Pope’s instruction. Should you venture unprepared into the unknown, you must be clear about your limitations. As a spring is the starting point of a river, so too is it the starting point of Pope’s extended metaphor . From here, the reader sets out on a journey into an imposing mountainous landscape that, while initially appearing it can be ‘climbed’ or conquered, actually keeps expanding into an endless vista. No matter how far the explorer climbs, the top of the mountain never gets any nearer. Heights, lengthening way, increasing prospect and, most telling of all, eternal snows conjure the visual image of the landscape metaphysically stretching out in front of our weary eyes. Individual people are tiny and easily lost in this ever-shifting world. Pope creates a contrast between the boundless landscape and the bounded limits of human perception. At the last, the human explorer is tired by his efforts to conquer these mountains of knowledge – but the poem ends by revealing that he’d barely even gotten started on his journey: Hills peep o’er hills; Alps upon Alps arise .

Before we get too much further into the discussion of Pope’s ‘essay’, it might be helpful to place these lines in context. Despite the way they seem to be a complete poem in themselves, they are actually part of a much longer poem which stretches to three parts and a total of 744 lines! The eighteen-line extract you’ve read constitutes the second verse of Part 2 and it may help you to know that, in the first verse, Pope singled out pride as the characteristic that would eventually lead to the downfall of his explorer. Here are four lines from earlier in the Essay:

In this short sample, you can see the names Pope calls people who rush off on foolhardy adventures without taking the time to properly prepare: blind man , weak head and fools ! Younger readers might not enjoy this interpretation, but Pope finds the overconfidence of young people most problematic, associating youth with a kind of recklessness that, in hindsight, is misplaced.

You may argue that qualities such as fearless and passionate (fired) seem like compliments; but I detect a note of criticism in Pope’s words; he suggests that young people confuse emotion with clear thinking and they are too eager to plunge into the unknown. There’s an emphasis on speed and rashness ( pleased at first; at first sight ) that cannot last, like a novice marathon runner who goes sprinting out of the blocks while older, more wily competitors know to save themselves for the challenges ahead. While the young explorer does encounter some early success (implied by words like mount , more advanced , attained and, more significantly by an image : tread the sky ), the race is longer than the runner thought and inevitably the pace must sag. Later in the poem, positive diction disappears and words like trembling , growing labours , and tired take over as the true scale of the challenge becomes apparent. Sharp-eyed readers will already have noticed that the image of ‘treading the sky’ was in fact a simile : seem to tread the sky. Subtly, Pope’s use of a simile implies that any success the explorer thought he’d achieved wasn’t actually real.

The implication that over-enthusiasm can cloud good judgment can be traced through diction to do with looking and seeing: a t first sight, short views, see, behold, appear, survey, eyes and peep pepper the poem and convey the poet’s belief that, to our detriment, we can be short-sighted and tunnel-visioned. The eighth line of the poem is entirely concerned with this idea: short views we take, nor see the lengths behind paints a picture of a young explorer who only looks in one direction – eyes fixed straight ahead – and so misses the bigger picture.

While the poem is certainly didactic (it’s trying to impart a lesson), Pope’s tone of voice is not too condescending or stand-offish because he includes himself in his criticism as well. Throughout the poem the words us, we and our soften his accusations so there’s never a ‘them-and-us’ divide between young and old. In fact, Pope was only 21 years old when he finished his Essay on Criticism , so use your mind’s ear to imagine him speaking ruefully from experience, rather than as a nagging or pestering adult complaining about ‘young people today.’ The line Fired at first sight by what the Muse imparts is revealing in this regard. Alluding to the nine Muses of Greek mythology , this line personifies poetic inspiration, so in one sense the extended metaphor of trying to conquer an unknowable landscape represents his own experiences of writing poetry. ‘Meta-poems’ (poems about the writing of poems) actually have a name: ars poetica . Pope implies that rushing off on a path of artistic endeavour without realising the true extent of the commitment that entails is a mistake that he himself has made in his own attempts at writing.

If you’re a student reading this who thinks you might be able to use Pope’s poem as an excuse not to do your homework or give up on your own writing: you shouldn’t be too rash. Pope’s not suggesting we should quit. Instead, he’s warning us that what might seem like a shallow pool is in fact a deep river of knowledge. Once you jump in, the current will sweep you away and there’s no going back. The poem is a criticism of unpreparedness and arrogance rather than an acknowledgement of futility. In fact, an element of form suggests that, for all the faults Pope has pointed out in young people who are too confident in their limited abilities, it is much more praiseworthy to try and fail to conquer the heights than never to try at all. The poem is written in iambic pentameter that is constant and regular as if, no matter how tough the going gets, the young explorer doesn’t give up. Compare these two lines, with iambic accents marked, from the beginning and end of the poem to see how the rhythm is unfailing:

More, the poem is arranged in rhyming couplets (the rhyme scheme is AA, BB, CC and so on). Rhyming couplets written in iambic pentameter are traditionally known by a more dramatic name: heroic couplets . Pope was widely considered to be the master of writing poetry in heroic couplets ; using them here implies that Pope ultimately believes any young person who’s brave – or foolhardy – enough to embark upon the lifelong journey of learning is worthy of praise.

The structure of Pope’s poetical essay matches the message he’s trying to convey – that, once you start learning, you won’t be able to stop. Look carefully at the punctuation marks, in particular his use of full stops . You’ll find the first one at the end of the fourth line, the second after the tenth and the third at the end of the poem (after eighteen lines). In other words, if the poem was arranged in verses, the first verse would be nice and short at only four lines, the second would stretch to six, but the final verse would have doubled in length to eight lines. Expanding sentences represent the conceit – a little learning is a dangerous thing – and match the images of the landscape expanding ( eternal snows , increasing prospect, lengthening way ) as you read further down the poem.

The end of the poem brings Pope’s criticism to its conclusion. We see the young explorer break through the eternal snows , climb above the clouds, and stand triumphantly on the mountain top, proudly surveying his achievements. Only now does he take a moment to look more deliberately at the mountains he’s trying to conquer:

Be alert to two words that might seem insignificant: appear and seem , words that signal the mistake the explorer made; he thought that he had already past the bulk of his journey. Read carefully to punctuation as well, and you’ll see the colon – a longer pause, which creates a caseura – representing the traveler pausing at the moment of his triumph… and it’s here that realisation finally dawns. Despite the difficulty of his climb thus far, the landscape ( increasing prospect ) stretches out endlessly in front of him: Hills peep o’er hills, and Alps on Alps arise . Here, repetition mixes with all that increasing and lengthening diction to create a surreal image of an ever-expanding landscape stretching out ahead. You might also notice P sounds peppering the last two lines of the poem in the words p ee p , Al p s, Al p s, and p ros p ect . Coming from a category of alliteration called plosive , this sound is excellent at conveying a release of negative emotion, as it is formed by pushing air through closed lips. The sound helps us perceive the taste of victory turning to defeat as the weary traveler’s shoulders slump at the prospect of the endless climb still to come.

What does Pope offer as a solution? He already warned us at the start of the poem: drinking largely sobers us again . Suddenly, the importance of the word sober becomes clear. While the idea of heading off on this journey of discovery was intoxicating , firing up those with passion to learn, discover and explore – the reality is very different. That young, over-confident learner/explorer is gone, replaced by a wiser, but more world-weary traveler who can finally see the true scale of the task ahead. By now it’s too late, he’s stuck on the mountain top and there’s only one thing he can do – go onwards!

So drink deep and be prepared to encounter much more than you expected when you set out on your journey.

Suggested poems for comparison:

• from Essay on Man by Alexander Pope

An Essay on Criticism was not the only poetical essay written by Pope. French writer Voltaire so admired Pope’s Essay on Man that he arranged for its translation into French and from there it spread around Europe.

• Marrysong by Dennis Scott

As in Pope’s poem, Scott creates a metaphor of the landscape to represent his marriage. He is an explorer in a strange land – each time the explorer glances up from his map, the landscape has changed and he’s lost again.

• Through the Dark Sod – As Education by Emily Dickinson

Victorians brought many different associations to all kinds of plants and flowers. In this Emily Dickinson poem, the lily represents beauty, purity and rebirth. This link will also take you to a fantastic blog which aims to read and provide comment on all of Emily Dickinson’s poems. So that’s 1 down, and nearly 2000 more to go…

• In the Mountains by Wang Wei

Often spoken of with the same reverence as Li Bai and Du Fu, Wang Wei is a famous imagist poet in China. In these exquisite portrait poems, Wang Wei paints pictures of the impressive landscapes of his mountain home.

Additional Resources

If you are teaching or studying  An Essay on Criticism  at school or college, or if you simply enjoyed this analysis of the poem and would like to discover more, you might like to purchase our bespoke study bundle for this poem. It costs only £2 and includes: 

• Study Questions with guidance on how to answer in full paragraphs;
• A sample analytical paragraph for essay writing; 
• An interactive and editable powerpoint, giving line-by-line analysis of all the poetic and technical features of the poem; 
• An in-depth worksheet with a focus on analysing diction and explaining lexical fields ;
• A fun crossword quiz, perfect for a starter activity, revision or a recap;
• A four-page activity booklet that can be printed and folded into a handout – ideal for self study or revision;
• 4 practice Essay Questions – and one complete model Essay Plan.

And… discuss! 

Did you enjoy this analysis of Alexander Pope’s Essay on Criticism ? Do you agree that the poem somewhat singles out young people? Can you relate to Pope’s messages about the temptations of learning? Why not share your ideas, ask a question, or leave a comment for others to read below. For nuggets of analysis and all-new illustrations, find and follow Poetry Prof on Instagram.

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✍️Essay on Criticism for Students: Samples in 150 Words, 200 Words

• Updated on  
• Mar 11, 2024

On this page, we will discuss some samples of essay on criticism. Such essay topics are part of the school curriculum, where students are assessed based on their writing skills.

Criticism is the process of judging someone or something, be it art, the character of a human, a movie, or anything else. Criticism is essential to grow in life. It can be positive or negative. It compares and evaluates the strengths and weaknesses of any person, or his work. How we face criticism determines our personality. Most people get offended and do not wish to take any criticism or judgment from the other person. Criticism is not what people perceive. Read this blog to get a sample essay on criticism and learn about various perspectives of criticism!

Check out our 200+ Essay Topics for School Students in English

Table of Contents

• 1 Short Essay on Criticism for Students
• 2 Essay on Criticism for Students 150 Words
• 3.1 📌 Pros of Criticism
• 3.2 📌 Cons of Criticism

Also Read: Speech on Fear

Short Essay on Criticism for Students

‘Criticism is a crucial part of the creative field . It is used to judge any situation, piece of art, person, movie, work, etc. Criticism can be better understood as two sides of coins. Just as a coin has two sides, criticism also has two sides. It could be constructive or destructive. Some people positively take criticism whereas some do not healthily accept criticism and get offended.

One should critically observe the work or thing before passing any judgement or criticising someone. If we look at the meaning of criticism it is the process of analysing something and expressing disagreement by looking at the faults. But the interpretation of criticism could be good or bad. 

Criticism is a fundamental aspect of human interaction and progress. Understanding its different sides is very important for positive growth in life.’

Essay on Criticism for Students 150 Words

Criticism is an act of expressing one’s opinion about something. It entirely depends on the person who perceives it. If the person does not take criticism in a sporting way then it might lead to negative or destructive feelings against the person who judges the work. Criticism means analyzing something with a set standard to point out its strengths and weaknesses. 

It is a valuable tool and a unique perspective to do the same work differently. Learning to deal with criticism will help a person to snatch the opportunity to improve. If one does not constructively take criticism then the chance to improve and do better will be missed and you could not analyze the other method to do any task.

Dealing with criticism in a healthy way is essential for positive growth. It can be done by:

• Accepting criticism and listening attentively.
• Asking questions for clarification.
• Taking feedback without any disagreement.
• Implementing the critic comments to improve the work.

Also Read: Essay on Sustainable Development

Essay on Criticism for Students 200 Words

Criticism is the act of representing one’s judgment based on a comparison with the standard. The outcome of criticism is determined by how the recipient perceives the criticism. Besides this, there are different types of criticism like political criticism, thematic criticism, formal criticism, historical criticism, etc. Criticism is mostly used in the field of art to judge the work of the artist. 

The pros and cons of criticism are discussed below:

📌 Pros of Criticism

If you take the criticism in a considerate manner then, it could benefit you in a lot of ways. Criticism increases the scope of improvement and helps in reducing errors.

It provides expert advice and aids in attaining the credibility of the specified work. Crticicisng helps to develop critical thinking skills and thereby prepares you to face the real world. It is important for every phase of life because it enhances the ability to consider other’s opinions. 

📌 Cons of Criticism

Apart from the positive aspects, there are some disadvantages of criticism. Those, who are not able to listen to other’s opinions or people who feel offended by attaining any kind of criticism could sometimes develop a feeling of demotivation. 

Some people also tend to create negative or destructive images of the critic and intentionally work against the feedback given to them just to offend the critic.

Also Read: Essay on Gender Discrimination

Relevant Blogs

Students are like clay and it’s the responsibility of parents and teachers to mould them in perfect shape. Criticism helps students to read and write and prepares them for the real world.

Criticism is very important in life. One should take criticism seriously and try to look at a new perspective. Criticism could be constructive and it can give you an opportunity to improve and perform better.

Criticism refers to the act of judging someone or something critically. It could be positive or negative. Most of the time criticism is an act of disapproval. 

To introduce criticism in an essay, make sure to be crisp and clear and mention the meaning of criticism in simple words. You can also include a critic’s opinion to start the introductory paragraph and then continue to write about your opinion with respect to the critic’s opinion. 

For more information on such interesting topics, visit our essay writing page and follow Leverage Edu .

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A Short Essay on Critics

by Margaret Fuller

If an essay on Criticism were a serious matter; for, though this age be emphatically critical, the writer would still find it necessary to investigate the laws of criticism as a science, to settle its conditions as an art. Essays, entitled critical, are epistles addressed to the public, through which the mind of the recluse relieves itself of its impressions. Of these the only law is, “Speak the best word that is in thee.” Or they are regular articles got up to order by the literary hack writer, for the literary mart, and the only law is to make them plausible. There is not yet deliberate recognition of a standard of criticism, though we hope the always strengthening league of the republic of letters must ere long settle laws on which its Amphictyonic council may act. Meanwhile let us not venture to write on criticism, but, by classifying the critics, imply our hopes and thereby our thoughts.

First, there are the subjective class (to make use of a convenient term, introduced by our German benefactors). These are persons to whom writing is no sacred, no reverend employment. They are not driven to consider, not forced upon investigation by the fact, that they are deliberately giving their thoughts an independent existence, and that it may live to others when dead to them. They know no agonies of conscientious research, no timidities of self-respect. They see no ideal beyond the present hour, which makes its mood an uncertain tenure. How things affect them now they know; let the future, let the whole take care of itself. They state their impressions as they rise, of other men’s spoken, written, or acted thoughts. They never dream of going out of themselves to seek the motive, to trace the law of another nature. They never dream that there are statures which cannot be measured from their point of view. They love, they like, or they hate; the book is detestable, immoral, absurd, or admirable, noble, of a most approved scope;—these statements they make with authority, as those who bear the evangel of pure taste and accurate judgment, and need be tried before no human synod. To them it seems that their present position commands the universe.

Thus the essays on the works of others, which are called criticisms, are often, in fact, mere records of impressions. To judge of their value you must know where the man was brought up, under what influences,—his nation, his church, his family even. He himself has never attempted to estimate the value of these circumstances, and find a law or raise a standard above all circumstances, permanent against all influence. He is content to be the creature of his place, and to represent it by his spoken and written word. He takes the same ground with a savage, who does not hesitate to say of the product of a civilization on which he could not stand, “It is bad,” or “It is good.”

The value of such comments is merely reflex. They characterize the critic. They give an idea of certain influences on a certain act of men in a certain time or place. Their absolute, essential value is nothing. The long review, the eloquent article by the man of the nineteenth century, are of no value by themselves considered, but only as samples of their kind. The writers were content to tell what they felt, to praise or to denounce without needing to convince us or themselves. They sought not the divine truths of philosophy, and she proffers them not if unsought.

Then there are the apprehensive. These can go out of themselves and enter fully into a foreign existence. They breathe its life; they live in its law; they tell what it meant, and why it so expressed its meaning. They reproduce the work of which they speak, and make it better known to us in so far as two statements are better than one. There are beautiful specimens in this kind. They are pleasing to us as bearing witness of the genial sympathies of nature. They have the ready grace of love with somewhat of the dignity of disinterested friendship. They sometimes give more pleasure than the original production of which they treat, as melodies will sometimes ring sweetlier in the echo. Besides there is a peculiar pleasure in a true response; it is the assurance of equipoise in the universe. These, if not true critics, come nearer the standard than the subjective class, and the value of their work is ideal as well as historical.

Then there are the comprehensive, who must also be apprehensive. They enter into the nature of another being, and judge his work by its own law. But having done so, having ascertained his design and the degree of his success in fulfilling it, thus measuring his judgment, his energy, and skill, they do also know how to put that aim in its place, and how to estimate its relations. And this the critic can only do who perceives the analogies of the universe, and how they are regulated by an absolute, invariable principle. He can see how far that work expresses this principle, as well as how far it is excellent in its details. Sustained by a principle, such as can be girt within no rule, no formula, he can walk around the work, he can stand above it, he can uplift it, and try its weight. Finally, he is worthy to judge it.

Critics are poets cut down, says some one by way of jeer; but, in truth, they are men with the poetical temperament to apprehend, with the philosophical tendency to investigate. The maker is divine; the critic sees this divine, but brings it down to humanity by the analytic process. The critic is the historian who records the order of creation. In vain for the maker, who knows without learning it, but not in vain for the mind of his race.

The critic is beneath the maker, but is his needed friend. What tongue could speak but to an intelligent ear, and every noble work demands its critic. The richer the work, the more severe should be its critic; the larger its scope, the more comprehensive must be his power of scrutiny. The critic is not a base caviller, but the younger brother of genius. Next to invention is the power of interpreting invention; next to beauty the power of appreciating beauty.

And of making others appreciate it; for the universe is a scale of infinite gradation, and below the very highest, every step is explanation down to the lowest. Religion, in the two modulations of poetry and music, descends through an infinity of waves to the lowest abysses of human nature. Nature is the literature and art of the divine mind; human literature and art the criticism on that; and they, too, find their criticism within their own sphere.

The critic, then, should be not merely a poet, not merely a philosopher, not merely an observer, but tempered of all three. If he criticise the poem, he must want nothing of what constitutes the poet, except the power of creating forms and speaking in music. He must have as good an eye and as fine a sense; but if he had as fine an organ for expression also, he would make the poem instead of judging it. He must be inspired by the philosopher’s spirit of inquiry and need of generalization, but he must not be constrained by the hard cemented masonry of method to which philosophers are prone. And he must have the organic acuteness of the observer, with a love of ideal perfection, which forbids him to be content with mere beauty of details in the work or the comment upon the work.

There are persons who maintain, that there is no legitimate criticism, except the reproductive; that we have only to say what the work is or is to us, never what it is not. But the moment we look for a principle, we feel the need of a criterion, of a standard; and then we say what the work is not , as well as what it is ; and this is as healthy though not as grateful and gracious an operation of the mind as the other. We do not seek to degrade but to classify an object, by stating what it is not. We detach the part from the whole, lest it stand between us and the whole. When we have ascertained in what degree it manifests the whole, we may safely restore it to its place, and love or admire it there ever after.

The use of criticism, in periodical writing, is to sift, not to stamp a work. Yet should they not be “sieves and drainers for the use of luxurious readers,” but for the use of earnest inquirers, giving voice and being to their objections, as well as stimulus to their sympathies. But the critic must not be an infallible adviser to his reader. He must not tell him what books are not worth reading, or what must be thought of them when read, but what he read in them. Woe to that coterie where some critic sits despotic, entrenched behind the infallible “We.” Woe to that oracle who has infused such soft sleepiness, such a gentle dulness into his atmosphere, that -when he opes his lips no dog will bark. It is this attempt at dictatorship in the reviewers, and the indolent acquiescence of their readers, that has brought them into disrepute. With such fairness did they make out their statements, with such dignity did they utter their verdicts, that the poor reader grew all too submissive. He learned his lesson with such docility, that the greater part of what will be said at any public or private meeting can be foretold by any one who has read the leading periodical works for twenty years back. Scholars sneer at and would fain dispense with them altogether; and the public, grown lazy and helpless by this constant use of props and stays, can now scarce brace itself even to get through a magazine article, but reads in the daily paper laid beside the breakfast-plate a short notice of the last number of the long-established and popular review, and there upon passes its judgment and is content.

Then the partisan spirit of many of these journals has made it unsafe to rely upon them as guide-books and expurgatory indexes. They could not be content merely to stimulate and suggest thought, they have at last become powerless to supersede it.

From these causes and causes like these, the journals have lost much of their influence. There is a languid feeling about them, an inclination to suspect the justice of their verdicts, the value of their criticisms. But their golden age cannot be quite past. They afford too convenient a vehicle for the transmission of knowledge; they are too natural a feature of our time to have done all their work yet. Surely they may be redeemed from their abuses, they may be turned to their true uses. But how?

It were easy to say what they should not do. They should not have an object to carry or a cause to advocate, which obliges them either to reject all writings which wear the distinctive traits of individual life, or to file away what does not suit them, till the essay, made true to their design, is made false to the mind of the writer. An external consistency is thus produced, at the expense of all salient thought, all genuine emotion of life, in short, and all living influence. Their purpose may be of value, but by such means was no valuable purpose ever furthered long. There are those, who have with the best intention pursued this system of trimming and adaptation, and thought it well and best to “Deceive their country for their country’s good.”

But their country cannot long be so governed. It misses the pure, the full tone of truth; it perceives that the voice is modulated to coax, to persuade, and it turns from the judicious man of the world, calculating the effect to be produced by each of his smooth sentences, to some earnest voice which is uttering thoughts, crude, rash, ill-arranged it may be, but true to one human breast, and uttered in full faith, that the God of Truth will guide them aright.

And here, it seems to me, has been the greatest mistake in the conduct of these journals. A smooth monotony has been attained, an uniformity of tone, so that from the title of a journal you can infer the tenor of all its chapters. But nature is ever various, ever new, and so should be her daughters, art and literature. We do not want merely a polite response to what we thought before, but by the freshness of thought in other minds to have new thought awakened in our own. We do not want stores of information only, but to be roused to digest these into knowledge. Able and experienced men write for us, and we would know what they think, as they think it not for us but for themselves. We would live with them, rather than be taught by them how to live; we would catch the contagion of their mental activity, rather than have them direct us how to regulate our own. In books, in reviews, in the senate, in the pulpit, we wish to meet thinking men, not schoolmasters or pleaders. We wish that they should do full justice to their own view, but also that they should be frank with us, and, if now our superiors, treat us as if we might some time rise to be their equals. It is this true manliness, this firmness in his own position, and this power of appreciating the position of others, that alone can make the critic our companion and friend. We would converse with him, secure that he will tell us all his thought, and speak as man to man. But if he adapts his work to us, if he stifles what is distinctively his, if he shows himself either arrogant or mean, or, above all, if he wants faith in the healthy action of free thought, and the safety of pure motive, we will not talk with him, for we cannot confide in him. We will go to the critic who trusts Genius and trusts us, who knows that all good writing must be spontaneous, and who will write out the bill of fare for the public as he read it for himself,—

Forgetting vulgar rules, with spirit free To judge each author by his own intent, Nor think one standard for all minds is meant.

Such an one will not disturb us with personalities, with sectarian prejudices, or an undue vehemence in favour of petty plans or temporary objects. Neither will he disgust us by smooth obsequious flatteries, and an inexpressive, lifeless gentleness. He will be free and make free from the mechanical and distorting influences we hear complained of on every side. He will teach us to love wisely what we before loved well, for he knows the difference between censoriousness and discernment, infatuation and reverence; and while delighting in the genial melodies of Pan, can perceive, should Apollo bring his lyre into audience, that there may be strains more divine than those of his native groves.

  Piece first published in  The Dial , July 1840

About the Author:

Margaret Fuller (May 23, 1810 – July 19, 1850) was an American critic, journalist and women’s rights advocate.

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Essay on Criticism for Students and Children

500+ words essay on criticism .

It is tough for anyone to criticism well. For some, criticism is a good thing while others disagree. Criticism in itself is one of those words that looks like negative. Thus, it gives a feeling of unwilling to accept or making a massive disagreement or being pessimistic. But to everyone’s surprise, it is not the case. Criticism is often different than what people perceive. The essay on criticism gives you an insight into the pros and cons of the criticism. 

Criticism is expressing the disagreement for something or someone that is generally based on perceived faults, beliefs, and mistakes. So, the main point here is whether to consider criticism as good or bad. Also, if we go by the meaning of the word criticism then criticizing someone is bad. Also, simultaneously this might lead to improving the person who is being criticized. So, he/she is becoming a better person and does not repeat the mistakes is considered as providing criticism to be good. Thus, this depends entirely on the perceived value that is hidden behind the criticism. 

A Good Part of the Criticism

Scope for improvements .

Constructive criticism will lead to locating the fault or mistakes that are made by the people. So, the people can work upon it and thereby improve their activities so a heedful and better life can be lived. Criticism calls for improvement on one plane and thereby avoiding the issues unwanted on the other side. 

Expert and Credible Status

When the criticism is constructive it always makes the criticizer a central figure among the people. Thus, more honors and credibility is given and so criticism would rather be considered as expert advice. Thus, it will add to the status quo of the person that is criticizing. 

Get the huge list of more than 500 Essay Topics and Ideas

The Bad Side of Criticism

Leads to a feeling of demotivation.

A person that is being constantly criticized may feel at tines demotivated. So, this is because of the fact that his/her efforts have not been justifiably and rightfully appreciated. Thus, it may further lead to increase in hesitation in moving forward.

The Danger of Creating a Destructive and False Image

There are many times that it can occur that the people that criticize are seen as the villain of the society. Thus his/her image gets automatically shattered as well as abruptly changed. So, doing criticism may lead adversely to the criticizer as well. 

So, we can understand that if the criticism is done in a constructive and positive way that this may lead to a good and fair outcome. Also, if it is done destructively than it may lead to adverse effects on both society as well as personal level. 

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• A Short Essay on Critics.

From: Papers on Literature and Art (1846) Author: S. Margaret Fuller Published: Wiley and Putnam 1846 New York

PAPERS ON LITERATURE AND ART. —~~~~~~~~~~— A SHORT ESSAY ON CRITICS.

  AN essay on Criticism were a serious matter; for, though this age be emphatically critical, the writer would still find it necessary to investigate the laws of criticism as a science, to settle its conditions as an art. Essays, entitled critical, are epistles addressed to the public, through which the mind of the recluse relieves itself of its impressions. Of these the only law is, “Speak the best word that is in thee.” Or they are regular articles got up to order by the literary hack writer, for the literary mart, and the only law is to make them plausible. There is not yet deliberate recognition of a standard of criticism, though we hope the always strengthening league of the republic of letters must ere long settle laws on which its Amphictyonic council may act. Meanwhile let us not venture to write on criticism, but, by classifying the critics, imply our hopes and thereby our thoughts.

  First, there are the subjective class, (to make use of a convenient term, introduced by our German benefactors.) These are persons to whom writing is no sacred, no reverend employment. They are not driven to consider, not forced upon investigation by the fact, that they are deliberately giving their thoughts an independent existence, and that it may live to others when dead to them. They know no agonies of conscientious research, no timidities of self-respect. They see no ideal beyond the present hour, which makes its mood an uncertain tenure. How things affect them now they know; let the future, let the whole take care of itself. They state their impressions as they rise, of other men’s spoken, written, or acted thoughts. They never dream of going out of themselves to seek the motive, to trace the law of another nature. They never dream that there are statures which cannot be measured from their point of view. They love, they like, or they hate; the book is detestable, immoral, absurd, or admirable, noble, of a most approved scope;—these statements they make with authority, as those who bear the evangel of pure taste and accurate judgment, and need be tried before no human synod. To them it seems that their present position commands the universe.

  Thus the essays on the works of others, which are called criticisms, are often, in fact, mere records of impressions. To judge of their value you must know where the man was brought up, under what influences,—his nation, his church, his family even. He himself has never attempted to estimate the value of these circumstances, and find a 1aw or raise a standard above all circumstances, permanent against all influence. He is content to be the creature of his place, and to represent it by his spoken and written word. He takes the same ground with a savage, who does not hesitate to say of the product of a civilization on which he could not stand, “It is bad,” or “It is good.”

  The value of such comments is merely reflex. They characterize the critic. They give an idea of certain influences on a certain act of men in a certain time or place. Their absolute, essential value is nothing. The long review, the eloquent article by the man of the nineteenth century, are of no value by themselves considered, but only as samples of their kind. The writers were content to tell what they felt, to praise or to denounce without needing to convince us or themselves. They sought not the divine truths of philosophy, and she proffers them not if unsought.

  Then there are the apprehensive. These can go out of themselves and enter fully into a foreign existence. They breathe its life; they live in its law; they tell what it meant, and why it so expressed its meaning. They reproduce the work of which they speak, and make it better known to us in so far as two statements are better than one. There are beautiful specimens in this kind. They are pleasing to us as bearing witness of the genial sympathies of nature. They have the ready grace of love with somewhat of the dignity of disinterested friendship. They sometimes give more pleasure than the original production of which they treat, as melodies will sometimes ring sweetlier in the echo. Besides there is a peculiar pleasure in a true response; it is the assurance of equipoise in the universe. These, if not true critics, come nearer the standard than the subjective class, and the value of their work is ideal as well as historical.

  Then there are the comprehensive, who must also be apprehensive. They enter into the nature of another being and judge his work by its own law. But having done so, having ascertained his design and the degree of his success in fulfilling it, thus measuring his judgment, his energy, and skill, they do also know how to put that aim in its place, and how to estimate its relations. And this the critic can only do who perceives the analogies of the universe, and how they are regulated by an absolute, invariable principle. He can see how far that work expresses this principle, as well as how far it is excellent in its details. Sustained by a principle, such as can be girt within no rule, no formula, he can walk around the work, he can stand above it, he can uplift it, and try its weight. Finally, he is worthy to judge it.

  Critics are poets cut down, says some one by way of jeer; but, in truth, they are men with the poetical temperament to apprehend, with the philosophical tendency to investigate. The maker is divine; the critic sees this divine, but brings it down to humanity by the analytic process. The critic is the historian who records the order of creation. In vain for the maker, who knows without learning it, but not in vain for the mind of his race.

  The critic is beneath the maker, but is his needed friend. What tongue could speak but to an intelligent ear, and every noble work demands its critic. The richer the work, the more severe should be its critic; the larger its scope, the more comprehensive must be his power of scrutiny. The critic is not a base caviller, but the younger brother of genius. Next to invention is the power of interpreting invention; next to beauty the power of appreciating beauty.

  And of making others appreciate it; for the universe is a scale of infinite gradation, and, below the very highest, every step is explanation down to the lowest. Religion, in the two modulations of poetry and music, descends through an infinity of waves to the lowest abysses of human nature. Nature is the literature and art of the divine mind; human literature and art the criticism on that; and they, too, find their criticism within their own sphere.

  The critic, then, should be not merely a poet, not merely a philosopher, not merely an observer, but tempered of all three. If he criticise the poem, he must want nothing of what constitutes the poet, except the power of creating forms and speaking in music. He must have as good an eye and as fine a sense; but if he had as fine an organ for expression also, he would make the poem instead of judging it. He must be inspired by the philosopher’s spirit of inquiry and need of generalization, but he must not be constrained by the hard cemented masonry of method to which philosophers are prone. And he must have the organic acuteness of the observer, with a 1ove of ideal perfection, which forbids him to be content with mere beauty of details in the work or the comment upon the work.

  There are persons who maintain, that there’s is no legitimate criticism, except the reproductive; that we have only to say what the work is or is to us, never what it is not. But the moment we look for a principle, we feel the need of a criterion, of a standard; and then we say what the work is not, as well as what it is; and this is as healthy though not as grateful and gracious an operation of the mind as the other. We do not seek to degrade but to classify an object by stating what it is not. We detach the part from the whole, lest it stand between us and the whole. When we have ascertained in what degree it manifests the whole, we may safely restore it to its place, and love or admire it there ever after.

  The use of criticism, in periodical writing is to sift not to stamp a work. Yet should they not be “sieves and drainers for the use of luxurious readers,” but for the use of earnest inquirers, giving voice and being to their objections, as well as stimulus to their sympathies. But the critic must not be an infallible adviser to his reader. He must not tell him what books are not worth reading, or what must be thought of them when read, but what he read in them. Wo to that coterie where some critic sits despotic, intrenched behind the infallible “We.” Wo to that oracle who has infused such soft sleepiness, such a gentle dulness into his atmosphere, that when he opes his lips no dog will bark. It is this attempt at dictatorship in the reviewers, and the indolent acquiescence of their readers, that has brought them into disrepute. With such fairness did they make out their statements, with such dignity did they utter their verdicts, that the poor reader grew all too submissive. He learned his lesson with such docility, that the greater part of what will be said at any public or private meeting can be foretold by any one who has read the leading periodical works for twenty years back. Scholars sneer at and would fain dispense with them altogether; and the public, grown lazy and helpless by this constant use of props and stays, can now scarce brace itself even to get through a magazine article, but reads in the daily paper laid beside the breakfast plate a short notice of the last number of the long established and popular review, and thereupon passes its judgment and is content.

  Then the partisan spirit of many of these journals has made it unsafe to rely upon them as guide-books and expurgatory indexes. They could not be content merely to stimulate and suggest thought, they have at last become powerless to supersede it.

  From these causes and causes like these, the journals have lost much of their influence. There is a languid feeling about them, an inclination to suspect the justice of their verdicts, the value of their criticisms. But their golden age cannot be quite past. They afford too convenient a vehicle for the transmission of knowledge; they are too natural a feature of our time to have done all their work yet. Surely they may be redeemed from their abuses, they may be turned to their true uses. But how?

  It were easy to say what they should not do. They should not have an object to carry or a cause to advocate, which obliges them either to reject all writings which wear the distinctive traits of individual life, or to file away what does not suit them, till the essay, made true to their design, is made false to the mind of the writer. An external consistency is thus produced, at the expense of all salient thought, all genuine emotion of life, in short, and all living influence. Their purpose may be of value, but by such means was no valuable purpose ever furthered long. There are those, who have with the best intention pursued this system of trimming and adaptation, and thought it well and best to

  But their country cannot long be so governed. It misses the pure, the full tone of truth; it perceives that the voice is modulated to coax, to persuade, and it turns from the judicious man of the world, calculating the effect to be produced by each of his smooth sentences, to some earnest voice which is uttering thoughts, crude, rash, ill-arranged it may be, but true to one human breast, and uttered in full faith, that the God of Truth will guide them aright.

  And here, it seems to me, has been the greatest mistake in the conduct of these journals. A smooth monotony has been attained, an uniformity of tone, so that from the title of a journal you can infer the tenor of all its chapters. But nature is ever various, ever new, and so should be her daughters, art and literature. We do not want merely a polite response to what we thought before, but by the freshness of thought in other minds to have new thought awakened in our own. We do not want stores of information only, but to be roused to digest these into knowledge. Able and experienced men write for us, and we would know what they think, as they think it not for us but for themselves. We would live with them, rather than be taught by them how to live; we would catch the contagion of their mental activity, rather than have them direct us how to regulate our own. In books, in reviews, in the senate, in the pulpit, we wish to meet thinking men, not school masters or pleaders. We wish that they should do full justice to their own view, but also that they should be frank with us, and, if now our superiors, treat us as if we might some time rise to be their equals. It is this true manliness, this firmness in his own position, and this power of appreciating the position of others, that alone can make the critic our companion and friend. We would converse with him, secure that he will tell us all his thought, and speak as man to man. But if be adapts his work to us, if he stifles what is distinctively his, if he shows himself either arrogant or mean, or, above all, if he wants faith in the healthy action of free thought, and the safety of pure motive, we will not talk with him, for we cannot confide in him. We will go to the critic who trusts Genius and trusts us, who knows that all good writing must be spontaneous, and who will write out the hill of fare for the public as he read it for himself,—

Such an one will not disturb us with personalities, with sectarian prejudices, or an undue vehemence in favour of petty plans or temporary objects. Neither will he disgust us by smooth obsequious flatteries and an inexpressive, lifeless gentleness. He will be free and make free from the mechanical and distorting influences we hear complained of on every side. He will teach us to love wisely what we before loved well, for he knows the difference between censoriousness and discernment, infatuation and reverence; and while delighting in the genial melodies of Pan, can perceive, should Apollo bring his lyre into audience, that there may be strains more divine than those of his native groves.

• A Dialogue.
• The Two Herberts.
• The Prose Works of Milton.
• The Life of Sir James Mackintosh.
• Modern British Poets
• The Modern Drama
• Dialogue, Containing Sundry Glosses on Poetic Texts.
• Poets of the People.

Literary Theory and Criticism

Home › Eco Criticism › Ecocriticism: An Essay

Ecocriticism: An Essay

By NASRULLAH MAMBROL on November 27, 2016 • ( 3 )

Ecocriticism is the study of literature and environment from an interdisciplinary point of view where all sciences come together to analyze the environment and brainstorm possible solutions for the correction of the contemporary environmental situation. Ecocriticism was officially heralded by the publication of two seminal works, both published in the mid-1990s: The Ecocriticism Reader , edited by Cheryll Glotfelty and Harold Fromm , and The Environmental Imagination, by Lawrence Buell.

Ecocriticism investigates the relation between humans and the natural world in literature. It deals with how environmental issues, cultural issues concerning the environment and attitudes towards nature are presented and analyzed. One of the main goals in ecocriticism is to study how individuals in society behave and react in relation to nature and ecological aspects. This form of criticism has gained a lot of attention during recent years due to higher social emphasis on environmental destruction and increased technology. It is hence a fresh way of analyzing and interpreting literary texts, which brings new dimensions to the field of literary and theoritical studies. Ecocriticism is an intentionally broad approach that is known by a number of other designations, including “green (cultural) studies”, “ecopoetics”, and “environmental literary criticism.”

Western thought has often held a more or less utilitarian attitude to nature —nature is for serving human needs. However, after the eighteenth century, there emerged many voices that demanded a revaluation of the relationship between man and environment, and man’s view of nature. Arne Naess , a Norwegian philosopher, developed the notion of “Deep Ecology” which emphasizes the basic interconnectedness of all life forms and natural features, and presents a symbiotic and holistic world-view rather than an anthropocentric one.

Earlier theories in literary and cultural studies focussed on issue of class, race, gender, region are criteria and “subjects”of critical analysis. The late twentieth century has woken up to a new threat: ecological disaster. The most important environmental problems that humankind faces as a whole are: nuclear war, depletion of valuable natural resources, population explosion, proliferation of exploitative technologies, conquest of space preliminary to using it as a garbage dump, pollution, extinction of species (though not a human problem) among others. In such a context, literary and cultural theory has begun to address the issue as a part of academic discourse. Numerous green movements have sprung up all over the world, and some have even gained representations in the governments.

Large scale debates over “dumping,” North versus South environmentalism (the necessary differences between the en-vironmentalism of the developed and technologically advanced richer nations—the North, and the poorer, subsistence environmentalism of the developing or “Third World”—the South). Donald Worster ‘s Nature’s Economy (1977) became a textbook for the study of ecological thought down the ages. The historian Arnold Toynbee recorded the effect of human civilisation upon the land and nature in his monumental, Mankind and Mother Earth (1976). Environmental issues and landscape use were also the concern of the Annales School of historians , especially Braudel and Febvre. The work of environmental historians has been pathbreaking too. Rich-ard Grove et al’s massive Nature and the Orient (1998), David Arnold and Ramachandra Guha’s Nature, Culture, Imperialism (1995) have been significant work in the environmental history of India and Southeast Asia. Ramachandra Guha is of course the most important environmental historian writing from India today.

Various versions of environmentalism developed.Deep ecology and ecofeminism were two important developments. These new ideas questioned the notion of “development” and “modernity,” and argued that all Western notions in science, philosophy, politics were “anthropocentric” (human-centred) and “androcentric”(Man/male-centred). Technology, medical science with its animal testing, the cosmetic and fashion industry all came in for scrutiny from environmentalists. Deep ecology, for instance, stressed on a “biocentric” view (as seen in the name of the environmentalist group, “ Earth First! !”).

Ecocriticism is the result of this new consciousness: that very soon, there will be nothing beautiful (or safe) in nature to discourse about, unless we are very careful.

Ecocritics ask questions such as: (1) How is nature represented in the novel/poem/play ? (2) What role does the physical-geographical setting play in the structure of the novel? (3) How do our metaphors of the land influence the way we treat it? That is, what is the link between pedagogic or creative practice and actual political, sociocultural and ethical behaviour towards the land and other non-human life forms? (4) How is science —in the form of genetic engineering, technologies of reproduction, sexualities—open to critical scrutiny terms of the effects of science upon the land?

The essential assumptions, ideas and methods of ecocritics may be summed up as follows. (1) Ecocritics believe that human culture is related to the physical world. (2) Ecocriticism assumes that all life forms are interlinked. Ecocriticism expands the notion of “the world” to include the entire ecosphere. (3) Moreover, there is a definite link between nature and culture, where the literary treatment, representation and “thematisation” of land and nature influence actions on the land. (4) Joseph Meeker in an early work, The Comedy of Survival: Studies in Literary Ecology (1972) used the term “literary ecology” to refer to “the study of biological themes and relationships which appear in literary works. It is simultaneously an attempt to discover what roles have been played by literature in the ecology of the human species.” (5) William Rueckert is believed to have coined the term “ecocriticism” in 1978, which he defines as “the application of ecology and ecological concepts to the study of literature.”

Source: Literary Theory Today,Pramod K Nair

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Categories: Eco Criticism

Tags: Annales School , Arne Naess , Arnold Toynbee , Cheryll Glotfelty , Deep Ecology , Earth First! , Ecocriticism , green studies , Harold Fromm , Literary Theory , Mankind and Mother Earth , Nature and the Orient , Nature's Economy , The Comedy of Survival: Studies in Literary Ecology , The Ecocriticism Reader , The Environmental Imagination

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• Essay On Criticism

Essay on Criticism

500 words on criticism.

The word criticism can mean different things. It can be an expression of disapproval or condemnation based on the perceived faults or mistakes of a person. It can also be a judgement passed on the merits and faults of someone’s work after thorough research and analysis. Often, people don’t understand what criticism means, and they perceive it to be something negative. So, people have a misconception about the word criticism. When we criticise someone, that doesn’t mean we are saying something wrong to them. Criticism can be positive, too, it can be a way to assess and improve our faults. Learning to take criticism positively is extremely important. It is an essential skill that helps develop our personality. This essay on criticism will give you an idea about the correct definition of criticism.

What Is Criticism?

Criticism can be defined as an expression of disagreement with something or someone based on perceived mistakes, faults and beliefs. It can also be a judgement passed after analysing a person’s work. While most people don’t like being criticised, criticism can give us pointers to better ourselves and our work. It helps us learn from our mistakes and never repeat the same mistakes. Taking criticism positively not only helps us improve ourselves but also reduces stress and improves our mindset. But, this depends entirely on the perceived value hidden behind the criticism.

Constructive and Destructive Criticism

Criticism is of two kinds: constructive and destructive criticism. We can differentiate between constructive and destructive criticism by how comments are delivered.

Destructive criticism doesn’t achieve anything as it doesn’t seek to honestly bring about any positive change in the person involved. Sometimes people deliberately do so to hurt the other person and demoralise them. In some cases, it can lead to anger and aggression. When you receive destructive criticism from other people, it lowers your self-confidence and hurts your pride. Destructive criticism challenges your character, ideas and ability.

On the contrary, constructive criticism offers guidelines and pointers to improve on our faults without demoralising anyone. It highlights our mistakes and shows the path to improvement. So, individuals also welcome this kind of criticism and, hopefully, try to bring about positive changes in their personalities.

Positivity in Criticism

Human beings are likely to make mistakes. It is human nature to err occasionally. As life goes on, we get opportunities to work on our mistakes to better ourselves. We find it hard to digest when some people criticise us, but that doesn’t mean we should ignore their words. So, we should try to learn to take criticism positively and analyse it to see where we need to improve. For example, when we receive any criticism or feedback at work, we should take it positively, as it will help us improve.

We all are aware that criticism speaks truth instead of bitterness. When we receive any kind of criticism, at that point, we find it baseless. But, later, when we think calmly, we realise that the person was right. We all are aware that criticism speaks truth instead of bitterness. One should see themselves from the other person’s perspective to take criticism positively. By doing so, they can improve their interpersonal skills. Any kind of criticism should be used as a learning experience.

Ways to Handle Criticism

Take criticism positively.

Many people get defensive about the possibility of negative feedback. It’s okay to think about strengths and weaknesses. No one’s perfect. When you’re about to receive both types of feedback, approach the situation with an open mind to understand the difference.

Decide if feedback is constructive or destructive

Think about whether the feedback comes from someone who cares about you, references an area you want to improve, or specifies how to get better.

Some people criticise others for no reason and often try to hurt to boost their own ego. You’ll usually be able to recognise this if the criticism is baseless and hurtful.

It’s essential to take stock of the people in your life who want the best for you. These are people who’ll offer constructive criticism to help you improve. They also involve you in conversation and offer criticism that won’t hurt or demoralise you.

Avoid harmful people

If you notice that certain people around you are often negative and criticise you for no reason, it may be time to cut them off. You should distance yourself from them even if they’re the people closest to you. If they cannot contribute to your growth and development, they’re not the people you should pay attention to.

Standing your ground against these people is vital for building an identity and developing flexibility. You’ll find it hard to show grace to the well-purposed criticisms when letting those with bad intentions walk all over you.

Flushing toxic people from your life will help you lead a happier, more successful and stress-free life. You might find that these people have been behind your combative responses to criticisms.

Criticism is not as bad as people think. It entirely depends on people and how they take it. People should take it positively as it will provide space for improvement. But, some people take criticism negatively, which affects their lives.

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Counselling

Reviews: criticism,appraisal 4+

Estimate,analysis,rating,essay, danila antosenko, designed for ipad, screenshots, description.

The Reviews app is designed to evaluate and compile reviews of movies, TV series, music, games, books and more.The application has a simple and intuitive interface. The review creation process consists of four stages: 1) Title, 2) Rating, 3) Dates and 4) Short review. You can also view the number of your reviews of a particular art form.

Version 2.1

Fixed bugs!

App Privacy

The developer, Danila Antosenko , indicated that the app’s privacy practices may include handling of data as described below. For more information, see the developer’s privacy policy .

Data Not Collected

The developer does not collect any data from this app.

Privacy practices may vary, for example, based on the features you use or your age. Learn More

Information

• App Support
• Privacy Policy

Family Sharing

Up to six family members can use this app with family sharing enabled., more by this developer.

Task List: reminder,daily,plan

Weight & Height: tracker,daily

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