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Journal articles on the topic 'Close reading'

Author: Grafiati

Published: 4 June 2021

Last updated: 9 March 2023

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1

Corson, Jordan. "Reading Derrida close reading Lemov close reading close reading." Educational Philosophy and Theory 52, no. 3 (June 23, 2019): 240–50. http://dx.doi.org/10.1080/00131857.2019.1631156.

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2

Murray, Heather. "Close Reading, Closed Writing." College English 53, no. 2 (February 1991): 195. http://dx.doi.org/10.2307/378202.

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3

Garrington, Abbie. "Close/Reading." Women: a cultural review 33, no. 1 (January 2, 2022): 142–45. http://dx.doi.org/10.1080/09574042.2022.2021026.

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4

Nicholson, Helen. "Close reading." Research in Drama Education: The Journal of Applied Theatre and Performance 22, no. 2 (April 3, 2017): 183–85. http://dx.doi.org/10.1080/13569783.2017.1309738.

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5

Skloot, Floyd. "Close Reading." Irish Studies Review 16, no. 3 (August 2008): 235–37. http://dx.doi.org/10.1080/09670880802214614.

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6

Spivak, Gayatri Chakravorty. "Close Reading." PMLA/Publications of the Modern Language Association of America 121, no. 5 (October 2006): 1608–17. http://dx.doi.org/10.1632/s0030812900099934.

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Many of us say with a smug surprise: “the Law is founded on its own transgressions.” This may be a convenient aphorism that carries within it the memory—in most cases a textual memory not necessarily elaborated by the user—of Lacan's explanations of the Law of the Father, or of Derrida's meditations on perjury, or, rather, par-jure because ultimately Derrida carefully stopped short at the irreducibility of idioms, the limits of the translatability of philosophies.

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7

Beehler, Sharon A. "Close vs. Closed Reading: Interpreting the Clues." English Journal 77, no. 6 (October 1988): 39. http://dx.doi.org/10.2307/818612.

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8

Merilai, Arne. "Deictic Close Reading." Interlitteraria 25, no. 1 (June 30, 2020): 26–40. http://dx.doi.org/10.12697/il.2020.25.1.4.

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Inspired by practical didactics, this article suggests using pragmapoetic deictic analysis as a method to enrich close reading of poetry. When applying the pragmalinguistic theory of deixis and the analytic philosophical theory of indexicals to poetic texts, it soon becomes apparent that, in addition to traditional spatial, temporal, and personal deixis, it is also necessary to speak about emotional, or modal, deixis. The latter functions on a scale of positive and negative connotations, or, of subjective distance, which is the mental counterpart to spatial relations. In addition, poetry amplifies the intuitive deictic and egocentric quality of ostensive words of natural kind. On a formal level, however, we notice a congenital enhancement of discourse (or text) deixis, which manifests itself via self-reference using linguistic equivalence. This theory is exemplified by a deictic analysis of a short poem by Ene Mihkelson, which reveals the poem’s orientational reference system as a deictic network onto which an imaginary plot of the poem is projected. It should be noted that a deictic plot is wider than a lyrical/poetic plot, the latter being a concretization of the deictic potential created in the author’s or reader’s consciousness through the course of reading. Accordingly, we pass through three levels of analysis: (1) deictic network as the orientational frame of reference in the analyzed text, (2) deictic plot as the possible spatial and temporal dynamics of poetic thought within that frame of reference, and (3) lyrical plot as the concretization of a potential deictic plot in the conscious mind of the author or reader.

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9

LoLordo, V. Nicholas. "Close Reading Redux." American Book Review 27, no. 5 (2006): 7–8. http://dx.doi.org/10.1353/abr.2006.0114.

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10

Eppley, Karen. "Close reading: What is reading for?" Curriculum Inquiry 49, no. 3 (May 27, 2019): 338–55. http://dx.doi.org/10.1080/03626784.2019.1631701.

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11

Yun, Jae-Woong. "Close Reading of “Nap”." Studies in Korean Literature ll, no. 53 (April 2017): 445–76. http://dx.doi.org/10.20881/skl.2017..53.015.

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12

Quayson, Ato. "Incessant Particularities:Calibrationsas Close Reading." Research in African Literatures 36, no. 2 (June 2005): 122–31. http://dx.doi.org/10.2979/ral.2005.36.2.122.

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13

Dubois, Andrew. "Ethics, Critics, Close Reading." University of Toronto Quarterly 76, no. 3 (July 2007): 926–36. http://dx.doi.org/10.3138/utq.76.3.926.

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14

Smith, Barbara Herrnstein. "What Was “Close Reading”?" Minnesota review 2016, no. 87 (2016): 57–75. http://dx.doi.org/10.1215/00265667-3630844.

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15

Dobson, James E. "Computation and Close Reading." Canadian Review of Comparative Literature / Revue Canadienne de Littérature Comparée 48, no. 3 (September 2021): 405–17. http://dx.doi.org/10.1353/crc.2021.0027.

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16

Lee, Soon‐Young. "Revisiting ‘close reading’ : Focusing on reading theory and instructional implications." Journal of reading research 37 (November 30, 2015): 39–65. http://dx.doi.org/10.17095/jrr.2015.37.2.

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17

Nash, J. "Review: Readings: Acts of Close Reading in Literary Theory." Review of English Studies 53, no. 209 (February 1, 2002): 163–64. http://dx.doi.org/10.1093/res/53.209.163.

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18

Drouin. "Close- and Distant-Reading Modernism:." Journal of Modern Periodical Studies 5, no. 1 (2014): 110. http://dx.doi.org/10.5325/jmodeperistud.5.1.0110.

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19

Yun, Jae-Woong. "Close Reading Of “Dohwa Dohwa”." Studies in Korean Literature ll, no. 51 (August 2016): 305–42. http://dx.doi.org/10.20881/skl.2016..51.010.

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20

Brown, Angus Connell. "Cultural Studies and Close Reading." PMLA/Publications of the Modern Language Association of America 132, no. 5 (October 2017): 1187–93. http://dx.doi.org/10.1632/pmla.2017.132.5.1187.

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Why did it take so long to start writing the history of close reading? For the best part of a century, close reading has grounded literary studies in the university, structuring assessment, teaching, employment, and publication. A basic proficiency in close reading has long been a professional obligation for faculty members and a course requirement for students. It makes sense, then, that Caroline Levine's Forms begins with a description of our method in action. A reader is settling down to work with a copy of Jane Eyre. She has a lengthy education behind her and a wealth of interpretive techniques for the book in front of her. Still, one thing is certain: our critic will broach the forms of the novel by drawing from “close reading methods” while using “historical research methods to analyze sociopolitical experience.” “But,” Caroline Levine asks, “would our critic be right to distinguish between the formal and the social?” (1).

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21

McCaw, Neil. "Close Reading, Writing and Culture." New Writing 8, no. 1 (March 2011): 25–34. http://dx.doi.org/10.1080/14790726.2010.527349.

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22

Bares, Annie, Daniel F. Keefe, Francesca Samsel, and Theresa-Marie Rhyne. "Close Reading for Visualization Evaluation." IEEE Computer Graphics and Applications 40, no. 4 (July 1, 2020): 84–95. http://dx.doi.org/10.1109/mcg.2020.2993889.

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23

Love, Heather. "Close Reading and Thin Description." Public Culture 25, no. 3 (2013): 401–34. http://dx.doi.org/10.1215/08992363-2144688.

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24

Duck, Paul. "Making Sense of Close Reading." Changing English 25, no. 1 (January 2, 2018): 14–28. http://dx.doi.org/10.1080/1358684x.2017.1400375.

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25

Hinchman, Kathleen A., and David W. Moore. "Close Reading: A Cautionary Interpretation." Journal of Adolescent & Adult Literacy 56, no. 6 (March 2013): 441–50. http://dx.doi.org/10.1002/jaal.163.

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26

Fisher, Douglas, and Nancy Frey. "Close Reading In Elementary Schools." Reading Teacher 66, no. 3 (November 2012): 179–88. http://dx.doi.org/10.1002/trtr.01117.

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27

Fisher, Douglas, and Nancy Frey. "Contingency Teaching During Close Reading." Reading Teacher 68, no. 4 (August 5, 2014): 277–86. http://dx.doi.org/10.1002/trtr.1298.

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28

Carter, Jaclyn, Michael Tavel Clarke, Faye Halpern, Derritt Mason, Jessica Nicol, and Morgan Vanek. "Too Close for Context." Pedagogy 22, no. 3 (October 1, 2022): 349–71. http://dx.doi.org/10.1215/15314200-9859235.

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Abstract The activity of close reading lies at the heart of literary studies, a “signature pedagogy” that distinguishes English from other disciplines. Despite its centrality to the discipline, however, close reading has been curiously resistant to analysis. This lesson study aimed to determine where students encounter challenges in close reading. Contrary to dominant narratives in the discipline, the university students in this study were adept at formal analysis. They were challenged, on the other hand, by invitations to make intertextual and personal connections to the text. Analyzing features of successful close reading, the essay proposes that intertextual thinking and personal connection are important components. The essay recommends assessing student skills in the initial stages of teaching close reading and, when warranted, integrating instruction in intertextual thinking and making personal connections alongside formal analysis. It also suggests group discussion may help leverage these neglected components of close reading.

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29

William V. Spanos. "Against Distant Reading: Retrieving Close Reading in the Interregnum." symplokē 25, no. 1-2 (2017): 247. http://dx.doi.org/10.5250/symploke.25.1-2.0247.

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30

Walsh, Kelly S. "Close Reading, Teaching the Conflicts: Reading Reflectively in Korea." ariel: A Review of International English Literature 48, no. 2 (2017): 127–54. http://dx.doi.org/10.1353/ari.2017.0017.

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31

Khadem, Amir. "Annexing the unread: a close reading of “distant reading”." Neohelicon 39, no. 2 (July 24, 2012): 409–21. http://dx.doi.org/10.1007/s11059-012-0152-y.

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32

Dollins, Cynthia A. "Crafting Creative Nonfiction: From Close Reading to Close Writing." Reading Teacher 70, no. 1 (May 24, 2016): 49–58. http://dx.doi.org/10.1002/trtr.1465.

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33

Wolff, Tristram. "That's Close Enough: The Unfinished History of Emotivism in Close Reading." PMLA/Publications of the Modern Language Association of America 134, no. 1 (January 2019): 51–65. http://dx.doi.org/10.1632/pmla.2019.134.1.51.

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By giving a brief history of emotivism in close reading, this article offers a new context for understanding the contemporary uneasiness about close reading and about the proliferating array of alternative kinds of reading it has prompted. Emotivism refers to the subcurrent of linguistic thought that shaped the institutional formation of New Critical closeness by distinguishing propositional from emotive meaning. Instead of amending our closeness to texts by dispensing with critique, or focusing on surfaces and description to the exclusion of textual depth, either of which might inadvertently encourage new kinds of emotivism, this article suggests we bear in mind—as the conversation goes on—the mid-century counteremotivist critics, such as Kenneth Burke, who advocated a kind of reading attuned to the interactive processes held in apparent stasis by literary form.

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34

Armstrong, Isobel. "Textual harassment: The ideology of close reading, or how close is close?" Textual Practice 9, no. 3 (December 1995): 401–20. http://dx.doi.org/10.1080/09502369508582228.

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35

Bialostosky, Don. "Should College English Be Close Reading?" College English 69, no. 2 (November 1, 2006): 111. http://dx.doi.org/10.2307/25472195.

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36

Burrows, Stuart. "Close Reading on a Global Scale." Novel 54, no. 3 (November 1, 2021): 475–78. http://dx.doi.org/10.1215/00295132-9353971.

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37

Cho, Hong-sun. "A Close Reading of Chongking Express." Journal of Chinese Literature 77 (November 30, 2019): 129–52. http://dx.doi.org/10.31985/jcl.77.6.

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38

Day, A. "Ballard and Baudrillard: close Reading Crash." English 49, no. 195 (September 1, 2000): 277–93. http://dx.doi.org/10.1093/english/49.195.277.

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39

Quayson, Ato. "Incessant Particularities: Calibrations as Close Reading." Research in African Literatures 36, no. 2 (2005): 122–31. http://dx.doi.org/10.1353/ral.2005.0131.

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40

Kimiko Hahn. "Close Reading, and: Bishop’s Filling Station." Prairie Schooner 83, no. 3 (2009): 65–66. http://dx.doi.org/10.1353/psg.0.0311.

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41

Shand, Skip. "From Close Reading to Close Watching: Watching Myself Watching Acting." Shakespeare Bulletin 25, no. 3 (2007): 67–77. http://dx.doi.org/10.1353/shb.2007.0056.

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42

Payumi, Cecep Munawar, and Yayu Fatimah Hartati. "THE USE OF CLOSE READING TECHNIQUE TO IMPROVE STUDENTS READING COMPREHENSION." PROJECT (Professional Journal of English Education) 1, no. 3 (June 11, 2018): 187. http://dx.doi.org/10.22460/project.v1i3.p187-194.

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The main pupose of this study is to find out the effectiveness of close reading technique. The research method used is quantitative research, or more specifically the one group pre-test post-test design. The sample of this study is eighth grade students of SMPS PGRI Warungkondang consist of 20 students. Data analysis indicates the mean scores between pre-test and post-test is 22, the tobs is 1.72 with the degrees of freedom (df) 19 and level of significance at 0.05 is 2.59. Based on data analysis the close reading technique has significant influence to improve students’ reading comprehension. Therefore, this technique is considered as a suitable technique for teacher as the strategy for teaching English.

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43

HICKS, TOM. "CLOSE READING: CHUCK CLOSE AND THE ARTIST PORTRAIT BY MARTIN FRIEDMAN." Art Book 14, no. 4 (November 2007): 41–42. http://dx.doi.org/10.1111/j.1467-8357.2007.00869.x.

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44

Raymond, Patricia M. "Close Procedure in the Teaching of Reading." TESL Canada Journal 6, no. 1 (October 26, 1988): 91. http://dx.doi.org/10.18806/tesl.v6i1.544.

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45

Lee, Changsoo. "‘Close’ and ‘distant reading’ in literary translation." Interpretation and Translation 20, no. 2 (August 10, 2018): 123–43. http://dx.doi.org/10.20305/it201802123143.

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46

Gang, Joshua. "Behaviorism and the Beginnings of Close Reading." ELH 78, no. 1 (2011): 1–25. http://dx.doi.org/10.1353/elh.2011.0003.

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47

Trethewey, Natasha D. "On Close Reading: Yusef Komunyakaa's "White Lady"." Callaloo 28, no. 3 (2005): 775–77. http://dx.doi.org/10.1353/cal.2005.0146.

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48

Hack, D. "Close Reading at a Distance: Bleak House." Novel: A Forum on Fiction 42, no. 3 (September 1, 2009): 423–30. http://dx.doi.org/10.1215/00295132-2009-037.

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49

Ford, Fiona. "Edmund Meisel’s Potemkin Score – A Close Reading." Maske und Kothurn 61, no. 1 (March 2015): 29–54. http://dx.doi.org/10.7767/muk-2015-0104.

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50

Kasatkina, Tatyana Aleksandrovna. ""Mujique Marei": Análise contextual e close reading." RUS (São Paulo) 9, no. 11 (June 20, 2018): 22. http://dx.doi.org/10.11606/issn.2317-4765.rus.2018.145858.

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“Mujique Marei” é um texto único de F. M. Dostoiévski, em que ao longo de quatro páginas o escritor apresenta de modo evidente ao leitor a sua estrutura da imagem (a estrutura que reproduz cada coisa do mundo da forma como ela se revela ao olhar profundo do artista), seu método criativo e sua maneira de discutir temas teológicos. O método de close readinge contextual permitem analisar e descrever a estrutura da imagem, o método criativo e as formas de discussões teológicas, assim como enxergar o sentido e o objetivo da presença de textos artísticos no Diário de um escritor e analisar os profundos significados do conto propriamente dito, que descrevem o processo de transformação do olhar, o surgimento do “olhar do artista”, que é carregado de “lembranças trazidas da infância”, tão caras a Dostoiévski.

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