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Journal articles on the topic 'Reading prose'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Beschin, Nicoletta, Carlo Cisari, Roberto Cubelli, and Sergio Della Sala. "Prose Reading in Neglect." Brain and Cognition 84, no. 1 (2014): 69–75. http://dx.doi.org/10.1016/j.bandc.2013.11.002.

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2

Meyer, Bonnie J. F., Andrew P. Talbot, and Dayze Florencio. "Reading Rate and Prose Retrieval." Scientific Studies of Reading 3, no. 4 (1999): 303–29. http://dx.doi.org/10.1207/s1532799xssr0304_1.

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3

Borum, Valerie. "Reading and Writing Womanist Poetic Prose." Qualitative Inquiry 12, no. 2 (2006): 340–52. http://dx.doi.org/10.1177/1077800405284376.

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4

Young-jin, Chung. "Reading Agnes Beaumont’s Autobiographical Spiritual Prose." Literature and Religion 26, no. 1 (2021): 137–64. http://dx.doi.org/10.14376/lar.2021.26.1.137.

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5

Maguidova, Irina, and Natalia Decheva. "Reading Artistic Prose through Colour Terms." Armenian Folia Anglistika 2, no. 1-2 (2) (2006): 68–74. http://dx.doi.org/10.46991/afa/2006.2.1-2.068.

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The article examines the possibility of creating color imagery in artistic prose. Special attention is paid to the role of the lexical, phraseological, linguocultural values of color terms from the perspective of philological reading. Research of the language of F. Scott Fitzgerald’s novel reveals that certain colors (red, white, pink, etc.) acquire a symbolic significance in the context.

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6

Gopal, Revathi, Mahendran Maniam, Noor Alhusna Madzlan, Siti Shuhaida binti Shukor, and Kanmani Neelamegam. "Readability formulas: An analysis into reading index of prose forms." Studies in English Language and Education 8, no. 3 (2021): 972–85. http://dx.doi.org/10.24815/siele.v8i3.20373.

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Text comprehension will suffer if the readability level is not accessible to the students. Readability formulas predict text complexity, assisting in appropriate text selection that complements students’ reading abilities to improve their language development. Therefore, the study aims to find out the reading index of the prose forms in the literature component catered to lower secondary school students ages 13 and 14 years old in Form One (seventh grade) and Form Two (eighth grade) classrooms in Malaysia. The reading index is measured by using four readability formulas which are Dale-Chall, Fog, SMOG, and Flesch-Kincaid that focuses on the words, sentences, syllables, and polysyllable words. These formulas are used to predict the level of difficulty of the prose forms. The reading index calculated from these readability formulas reveals the grade level of the prose forms. The grade level indicates the best age for reading and understanding the prose forms. Two prose forms were chosen as samples in the study. A passage is chosen from each prose form to be uploaded using the online tool. The indices obtained from the readability formulas predicted that both of the prose forms were below students’ reading age. The study implicates reading index must be taken into consideration in literary texts selection because it is an indicator of the years of education that an individual requires to comprehend the literary text clearly. Suitable reading material at students’ age level can enhance literature learning and teaching in the ESL classroom.

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7

Opland, Jeff. "Scop and Imbongi IV: Reading Prose Poems." Comparative Literature 45, no. 2 (1993): 97. http://dx.doi.org/10.2307/1771433.

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8

Johnson, Robert. "Inspired Lines: Reading Joy Harjo's Prose Poems." American Indian Quarterly 23, no. 3/4 (1999): 13. http://dx.doi.org/10.2307/1185826.

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9

Bauer, Mark. "Between Lives: James Merrill Reading Yeats's Prose." Contemporary Literature 43, no. 1 (2002): 85. http://dx.doi.org/10.2307/1209017.

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10

Specland, Jeremy. "Competing Prose Psalters and Their Elizabethan Readers." Renaissance Quarterly 74, no. 3 (2021): 829–75. http://dx.doi.org/10.1017/rqx.2021.102.

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Layouts and paratexts of Elizabethan prose psalters advocate two competing reading methods: reading sequentially according to the church calendar or selecting psalms by occasion. Marked psalters and bibles, however, show that Elizabethan readers often disregarded printed prescription, practicing either method, or both, as they chose. To capitalize on reader independence, printers eventually produced texts that encouraged comparative reading across multiple translations, culminating in the two-text psalter of the 1578 Geneva Bible. This episode in the history of devotional reading demonstrates the tendency of Elizabethans to slip the confessional categories into which their own texts, and later historiography, would place them.

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11

Spyridakis, Jan H., and Timothy C. Standal. "Signals in Expository Prose: Effects on Reading Comprehension." Reading Research Quarterly 22, no. 3 (1987): 285. http://dx.doi.org/10.2307/747969.

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12

Gopal, Revathi, and Che Ton Mahmud. "Prose reading: The influence of text-reader factors." Studies in English Language and Education 6, no. 2 (2019): 187–98. http://dx.doi.org/10.24815/siele.v6i2.13367.

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This study highlights the importance of text-reader factors in prose reading. The study was carried out to identify the text-reader factors involved in enhancing reading comprehension. A qualitative research methodology was employed involving individual in-depth interview sessions with six average ability Form Two students from a secondary school. The interviews were conducted to gauge their views on the influence of text-reader factors in text comprehension. The interview questions centered on the literature textbook currently used in school and also the short story “Cheat” by Allan Baillie included in the book. Thematic analysis was carried out on the data collected. The findings show that text-reader factors affect text comprehension. The factors include pictures, font, the author, glossary, text organization, cover of the book and the length of the literary prose forms. The reader factors are related to the students’ life background, interest, and motivation in reading. The study implies that these text-reader factors must be met to ensure improved reading comprehension ability among students.

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13

Nenadic, Filip, and Benjamin V. Tucker. "Reading aloud: Acoustic differences between prose and poetry." Journal of the Acoustical Society of America 141, no. 5 (2017): 3699. http://dx.doi.org/10.1121/1.4988066.

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14

Hasty, Olga Peters. "Reading Suicide: Tsvetaeva on Esenin and Maiakovskii." Slavic Review 50, no. 4 (1991): 836–46. http://dx.doi.org/10.2307/2500465.

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Мне кажется, смерть художника не следует выключать из цепи еґо творческих достижений, а рассматривать как последнее заключительное звено.Osip Mandel’ shtamThe death of a poet is a theme Marina Tsvetaeva addressed frequently both in poetry and in prose. The list of poets whose deaths underwent Tsvetaeva’s artistic scrutiny is varied and includes Aleksandr Pushkin, Aleksandr Blok, Sergei Esenin, Rainer Maria Rilke, Vladimir Maiakovskii, Maksimilian Voloshin, Andrei Belyi, and Nikolai Gronskii. A number of notable lyric cycles and some of Tsvetaeva’s finest prose essays emerged as homage to deceased poets. The function of these works extends beyond commemoration and entails the elaboration of Tsvetaeva’s definition of lyric poetry and her exploration of poetic responsibility.

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15

Dart, Gregory. "Blackwood's and the Cockney School of Prose." Romanticism 23, no. 3 (2017): 224–33. http://dx.doi.org/10.3366/rom.2017.0337.

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This article looks at the changing attitude of the Blackwood's leading writers John Wilson and John Gibson Lockhart to the so-called Cockney Prose writers, Coleridge, Hazlitt, Hunt, Lamb, and Ollier. It shows how a tendency to lump all the Cockneys together in October 1817 slowly developed into a more discriminating attitude in the course of the revamped magazine's first year. It also shows how the principles behind that discrimination lay in Lockhart's reading of Schlegel's lectures, and in the models of scholarship and genial reading that were contained therein.

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16

Khozamberdiyev, О. К., and B. Serikbayeva. "HISTORY OF THE DEVELOPMENT OF PROSE WORKS." BULLETIN Series of Philological Sciences 75, no. 1 (2020): 310–17. http://dx.doi.org/10.51889/2021-1.1728-7804.53.

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The article examines the problem of professional training of actors and directors through verbal action in the process of reading a text. Verbal action is a popular concept among many teachers of stage language and acting. The pedagogical education of the individuality of each student in the process of reading the text through verbal influence raises the problem of the relationship between his knowledge and further professional development. The system of progressive study of theoretical concepts of different levels of complexity allows future actors and directors to easily reveal the stylistic nature of the text and develop language techniques based on the optimal level of their development and personal orientation.

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17

Moynihan, Robert. "The Sense of Style: Reading English Prose James Thorpe." Huntington Library Quarterly 53, no. 1 (1990): 87–90. http://dx.doi.org/10.2307/3817117.

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Askarova, G. S., and A. A. Boltabekova. "FEATURES OF USING STYLISTIC DEVICES IN PROSE." BULLETIN Series of Philological Sciences 75, no. 1 (2021): 205–9. http://dx.doi.org/10.51889/2021-1.1728-7804.34.

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As the reading is an essential part of language learning process, stylistic and critical analysis of texts are well accepted methods among language learning readers. The following article defines a reading skill as essential as other skills in language learning and demonstrates the accurate usage and theory of literary or stylistic devices such as dialogue, repetition, symbolism, simile, metaphor, and personification which are applied on well-known proses “Shuga’s Sign” by Kazakh writer Beimbet Mailin and “Hills like White Elephants” by American author Ernest Hemingway. Thus, each device is carefully explained with a following illustration of analysis of examples from the proses. Therefore, comparison between the usage of stylistic devices in Kazakh and American proses is also provided in order to reveal the similarities and differences of both compositions.

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19

Hutchinson, G. O. "APPIAN THE ARTIST: RHYTHMIC PROSE AND ITS LITERARY IMPLICATIONS." Classical Quarterly 65, no. 2 (2015): 788–806. http://dx.doi.org/10.1017/s0009838815000452.

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If we had no idea which parts of Greek literature in a certain period were poetry or prose, we would regard it as our first job to find out. How much of the Greek prose of the Imperial period is rhythmic has excited less attention; and yet the question should greatly affect both our reading of specific texts and our understanding of the whole literary scene. By ‘rhythmic’ prose, this article means only prose that follows the Hellenistic system of rhythm started, it is said, by Hegesias, and adopted by Cicero and by many Latin writers of the Imperial period. Estimates of how much Greek Imperial prose is rhythmic have long varied drastically. Some experts suggest that all or much artistic Greek prose in the period is rhythmic, others that what little there is fades out after the first century a.d., as part of the victory of Atticism. There has been fairly little substantial work on rhythmic prose in the first three centuries a.d. for over fifty years (more on accentual prose from the fourth). The object of this article is to investigate a large part of one author's work thoroughly, and to establish that that part is rhythmic. It will also aim to show how that conclusion should greatly affect our whole conception of the author as a writer, and our reading of his every sentence.

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20

Goswami, Usha. "Orthographic Analogies and Reading Development." Quarterly Journal of Experimental Psychology Section A 40, no. 2 (1988): 239–68. http://dx.doi.org/10.1080/02724988843000113.

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Given the interest in the use of orthographic analogies in skilled reading, the role of analogies in reading development has received surprisingly little attention. The experiments presented here examine three important developmental issues: whether beginning readers can make orthographic analogies, how the consistency of spelling–sound relations affects this ability, and whether orthographic analogies are used in reading prose. It is concluded that orthographic analogies have an important role to play in reading development, and some suggestions are offered as to why this may be so.

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21

Mahmud, Che Ton binti, and Revathi Gopal. "Miscue analysis: A glimpse into the reading process." Studies in English Language and Education 5, no. 1 (2018): 12–24. http://dx.doi.org/10.24815/siele.v5i1.9927.

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This paper aims to analyse Form One students’ ability in reading prose. A qualitative research method was carried out involving 6 average ability students. The prose “Fair’s Fair” byNarinder Dhami was used as an instrument to gauge students’ ability in oral reading. The assessment carried out on the reading is miscue analysis, a tool to measure oral reading accuracy at the word level by identifying when and the ways in which the students deviates from the text while reading aloud. Miscues analysed are insertions, hesitation, omission, repetition and substitution. Miscues that maintain the meaning of the sentences are the participants’ strengths while miscues which disrupt the meaning of the sentences are the participants’ weaknesses. The data collected are analysed using descriptive statistics. The findings show that the percentage of strengths outweighed the percentage of weaknesses for all the participants on the occurrences of miscues. The students’ reading behaviour has provided insights into their language cueing system and the strategies they use during the reading process to comprehend a text.

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22

Mulatsih, Maria Eka. "ACTIVITIES TO ANTICIPATE THE WEAKNESSES OF STUDENTS’ READING MATERIALS FROM INTERNET." Lire Journal (Journal of Linguistics and Literature) 4, no. 2 (2020): 153–66. http://dx.doi.org/10.33019/lire.v4i2.74.

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The shift of the way of reading from printed material into non-printed material (reading from the computer, tablet, and smartphone) happened in the past few years ago. This shift affects students’ learning and reading processes inside or outside the class. Previous researches have shown the negative impact of reading on screen. This article explores students’ reading materials from the internet today in relation to its’ weaknesses when an adaptation of the Extensive Reading procedure was applied in Prose and Book Report classes of English Language and Education Study Program during even semester 2018. Students were free to choose their reading materials which consisted of two short stories and four novels for Prose class, three simplified novels and three original novels for Book Report class. Not surprisingly, most students showed their interest in reading some literary works taken from some internet sources. Knowing the weaknesses of the source is needed so the teachers or lecturers can anticipate the problem that can be caused by reading those materials. It was found that students’ reading material from a certain internet source did not have a good structure of English due to some causes. Further activities for students who chose that source could be done so that students knew the weaknesses and tried to overcome them.

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23

Rolls, Alistair. "Camus’s Algerian in Paris: A Prose Poetic Reading of L’Étranger." Sophia 50, no. 4 (2011): 527–41. http://dx.doi.org/10.1007/s11841-011-0272-2.

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24

Hartley, Joellen T., Carrie C. Stojack, Thomas J. Mushaney, T. A. Kiku Annon, and Diane W. Lee. "Reading speed and prose memory in older and younger adults." Psychology and Aging 9, no. 2 (1994): 216–23. http://dx.doi.org/10.1037/0882-7974.9.2.216.

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25

Андреева, Елена Александровна. "Criticism of D. Bykov: Experience of Reading Modern Traditionalist Prose." Philology & Human, no. 3 (2020): 152–59. http://dx.doi.org/10.14258/filichel(2020)3-13.

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26

Quinn, Richard. "A Great Poet, a Great American: Reading a Poet's Prose." Iowa Review 31, no. 1 (2001): 175–79. http://dx.doi.org/10.17077/0021-065x.6617.

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27

Rice, G. E., and B. J. F. Meyer. "Prose Recall: Effects of Aging, Verbal Ability, and Reading Behavior." Journal of Gerontology 41, no. 4 (1986): 469–80. http://dx.doi.org/10.1093/geronj/41.4.469.

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28

Baranova, Jūratė. "Writing as becoming-woman: Deleuzian/Guattarian reading of women’s prose." Cogent Arts & Humanities 7, no. 1 (2020): 1740530. http://dx.doi.org/10.1080/23311983.2020.1740530.

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29

Novitasari, Dwi, Eka Fajriatul Janah, and Muhamad Chamdani. "A SHORT STORY READING SECTION AS AN ALTERNATIVE WAY TO IMPROVE STUDENT’S LITERACY IN SD N 6 PANJER KEBUMEN." Social, Humanities, and Educational Studies (SHEs): Conference Series 1, no. 2 (2019): 117. http://dx.doi.org/10.20961/shes.v1i2.26806.

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<em>The goverment made changes to the Indonesian education curriculum of the education unit level curriculum into the curriculum of 2013. Changes in the curriculum in 2013 lies in the preparation of the RPP (Lesson Plan) and the ability of literacy. The emphasis on the preparation of the RPP has been resolved with the holding of training, but to literacy still unwell. One way to improve the literacy skills is through the reading of short stories. The reading of the short story aims to help improve reading skills and knowledge of sentence patterns, so it can be an idea to create an article. The focus on this study include: (1) The concept of reading a short story; (2) The impact of short story readings. These studies include: (1) The reading of short stories is an activity habituation to read a fictional narrative prose text .; (2) The impact resulting from the reading of short stories such as enhancing the knowledge, encourage the growth likes to read, and to foster the ability to write.</em>

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30

Mooney, Sinéad. "KICKING AGAINST THE THERMOLATERS: Beckett's "Recent Irish Poetry"." Samuel Beckett Today / Aujourd'hui 15, no. 1 (2005): 29–42. http://dx.doi.org/10.1163/18757405-015001006.

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"Recent Irish Poetry" (1934), while well-known to Beckett critics, has most frequently been read only in terms of a straightforward binarism between "antiquarian" Celtic twilighter and modernist "other." This essay attempts to move beyond the familiar reading by examining the essay's dialogue with other contributors to the "Irish Number" of in which it originally appeared, to survey readings of the text as Irish modernist manifesto, and to treat it as a "precipitate in prose."

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31

Spyridakis, Jan H., and Timothy C. Standal. "Headings, Previews, Logical Connectives: Effects on Reading Comprehension." Journal of Technical Writing and Communication 16, no. 4 (1986): 343–54. http://dx.doi.org/10.2190/ejtb-98t6-t66w-4nta.

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This article examines the effects of headings, previews, and logical connectives on readers and their comprehension of technical expository prose. Results from two related experiments suggest that previews produce significant effects on literal and inferential comprehension while the other two signal types do not. Results are discussed in light of previous research and suggestions for future research are given.

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32

Van Overschelde, James P., and Alice F. Healy. "A Blank Look in Reading." Experimental Psychology 52, no. 3 (2005): 213–23. http://dx.doi.org/10.1027/1618-3169.52.3.213.

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Abstract. Two experiments investigated the effect of visual blank space on reading by varying the amount of interletter and interline blank space in prose passages. Increasing interletter blank spacing slowed the reading process overall, presumably because it disrupted the unitization of words and word identification, but it also improved the identification of the letters within words. By contrast, increasing interline blank spacing sped up the reading process overall, while also improving the identification of words and the letters within words, presumably because the extra spacing reduced the amount of visual information that was processed during reading. The latter finding supports the conclusion that information from surrounding lines of single-spaced text may interfere with reading.

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33

Hutchinson, G. O. "Rhythm, style, and meaning in Cicero's prose." Classical Quarterly 45, no. 2 (1995): 485–99. http://dx.doi.org/10.1017/s0009838800043548.

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This article has a double purpose: to argue for some specific points on Cicero's rhythm, and to show how the significance of rhythm for literary understanding is larger than has perhaps been perceived. The piece is based on a reading of the whole of Cicero; but it will make only occasional reference to the letters. The question of rhythm in the letters is particularly involved, and it will be best handled elsewhere.

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34

GUÉGO RIVALAN, Inés. "DISTORSIÓN RÍTMICA Y ANAMORFOSIS SENSORIAL: LA LITERARIDAD DE LUCES DE BOHEMIA DESDE EL PRISMA DE LA «PNEUMÁTICA»." Acotaciones. Revista de Investigación y Creación Teatral 45 (December 18, 2020): 15–36. http://dx.doi.org/10.32621/acotaciones.2020.45.01.

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Alain Riffaud’s works suggest a new critical reading of dra- matic prose: offering a distinct interpretation of Luces de bohemia’s prose dynamics through the prism of ‘pneumatics’ (Riffaud, 2007), the present article brings to light the existence, throughout the play, of a specific rhythm in Esperpento dramatic prose, which relates to the notion of sen- sory anamorphosis (visual and auditory), a polymorphous component that underlies the writing. Applying the notions of ‘pneumatics’ and ‘trompe-l’oreille’ (Féron, 2010) to the study of Ramón del Valle-Inclán’s dramatic prose allows to examine the characters’ language energy by articulating the notions of breath and breathing with that of sensory mirage.

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35

Cai, Zong-qi. "The Art of Chinese Prose: A Critical Introduction." Journal of Chinese Literature and Culture 7, no. 2 (2020): 339–81. http://dx.doi.org/10.1215/23290048-8745658.

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Abstract This article opens with a reflection on the extrinsic and intrinsic causes of the neglect of Chinese prose in sinological literary studies, followed by the construction of a patterning-based scheme for codifying Chinese prose forms. An in-depth analysis of eight famous texts, drawn from antiquity through the Qing, reveals how continual innovations in extratextual patterning and textual patterning have given rise to manifold and inherently related prose forms over the millennia. The close reading also sheds light on these prose forms' distinctive artistic features, as well as their symbiotic relationships with the three types of genres (narrative, descriptive, and expository) and with broad sociopolitical and cultural developments. It is hoped that these findings will generate serious interest in prose studies among literary sinologists.

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36

Mitchell, Sally. "READING CLASS." Victorian Literature and Culture 33, no. 1 (2005): 331–39. http://dx.doi.org/10.1017/s1060150305000872.

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THIRTY OR FORTY YEARS AGO, in the United States at least, we confidently used the terms “highbrow,” “middlebrow,” and “lowbrow” to describe not only reading matter but all sorts of cultural artifacts; and we generally assumed that the terms described quality or value as well as defining the social and intellectual class of people who chose one instead of the others. When it came to the study of British literature, we learned that the novel and the popular novel were (in the beginning) one and the same: that when the fictional prose narrative became a recognized literary form in English it was distinguished by its commercial character and its wide readership. Novels were the reading of the middle classes and particularly of women, tainted both by gender and by the disrepute attached by writing with an eye on public reception rather than artistic integrity. By the 1840s, however, novels had become a vehicle for serious thought. For a very short time, best-selling authors were also great writers. A serious novelist could speak with a voice of cultural authority–and also earn a substantial income. There were, of course, light and ephemeral fictions (and whole classes of sub-literature such as penny dreadfuls and cheap romances), but in the middle of the nineteenth century, we once learned, it was generally assumed that a book read by a great many people was probably worth reading.

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Tashkyn, Ahmet. "Re-Reading Bektashi Menakibnames: Transforming an Oral Text into the Prose." Eurasian Journal of Religious studies 2, no. 2 (2015): 86–89. http://dx.doi.org/10.26577/ejrs-2015-2-24.

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38

Knapper, Daniel. "In praise of bad prose: Reading Pauline style in the Reformation." Renaissance Studies 33, no. 2 (2018): 281–98. http://dx.doi.org/10.1111/rest.12503.

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39

Ratner, Tsila. "Literature as a Moral Laboratory: reading selected 20th century Hebrew prose." Journal of Modern Jewish Studies 11, no. 3 (2012): 445–47. http://dx.doi.org/10.1080/14725886.2012.747321.

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40

Boos, Sonja. "Reading Gestures: Body Schema Disorder and Schizophrenia in Kafka’s Modernist Prose." Modernism/modernity 26, no. 4 (2019): 829–48. http://dx.doi.org/10.1353/mod.2019.0060.

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41

Dowaliby, Fred J. "Adjunct Questions in Prose: A Question Position-by-Reading Ability Interaction." American Annals of the Deaf 135, no. 1 (1990): 50–53. http://dx.doi.org/10.1353/aad.2012.0430.

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42

Abramovici, Shimon. "Ideational prominence and reading comprehension of expository prose: a partial replication." Journal of Research in Reading 13, no. 1 (1990): 3–17. http://dx.doi.org/10.1111/j.1467-9817.1990.tb00319.x.

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43

Miciano, Remedios Z. "Self-questioning and prose comprehension : A sample case of ESL reading." Asia Pacific Education Review 3, no. 2 (2002): 210–16. http://dx.doi.org/10.1007/bf03024914.

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44

Loshakova, Galina A. "Travel and Journey Semantics in Austrian Biedermeier Prose." Observatory of Culture, no. 1 (February 28, 2014): 120–25. http://dx.doi.org/10.25281/2072-3156-2014-0-1-120-125.

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Deals with travel and journey literature (Reiseliteratur) that played an important role in the Biedermeier era. It reflected the desire of the reader - burgher to expand his educational and ideological horizon, created a circle of family reading, raised certain personality traits. Feeling reader’s request, Biedermeier prose novelists turned to the images of walks, excursions, trips, journeys and travel within the Austrian cultural and geographical space, and outside it too

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45

McDonald, Rónán. "‘Lovely beyond Words’: Beckett, Value, Critique." Journal of Beckett Studies 26, no. 1 (2017): 118–33. http://dx.doi.org/10.3366/jobs.2017.0191.

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In recent years there have been numerous pronouncements by diverse figures in the humanities, including Bruno Latour, Rita Felski and Eve Kosofsky Sedgwick, that critique and ‘paranoid reading’ has run out of steam. There has been renewed attention to form, the ‘literary’, affect and the phenomenology of reading. What are the implications of this new turn for Beckett studies? Is it possible to articulate a positive value for a writer that undoes value, without simply recuperating him or her into the cultural economy? This essay is in two parts, counterpointed but complementary. The first takes a metacritical approach, elaborating synergies in Beckett and wider developments in academic literary studies. The second offers a close reading of Beckett's late prose text ‘All Strange Away’, from which I derive my titular quotation. This late work is both deeply engaged with and explicitly resistant to the Western aesthetic tradition, especially Romanticism. It deploys cultural and literary traces of aesthetic tradition, but only to parody and deface them, leaving for instance the imagination/fancy distinction blurred and suggestive, and the whole equipment for judgment uncomfortably residual and remaindered. Yet for all the play on auto-critique and self-cancellation, the text keeps the imagination flickering, precisely in the self-reflexive domain. The imagined death of the imagination, endures as the remainder, preventing the actual death and thereby keeping the possibility of valuation in process. We begin to find it in the percussive accompaniment enacted by the language: the unmistakable cadences and symmetries of Beckett's own prose. Ultimately a close reading of Beckett reveals the patterns and shapes of the prose and the drama, which as Adorno pointed out, gesture towards emancipatory possibilities without naming them. The pleasure of reading Beckett emerges from the dialectic of estrangement and recognition, mixing the uncanny and patterned linguistic markers. These signposts are found in the language, in the rhythms, patterns, repetitions and variations highlighted by a formalist criticism attentive to the phenomenology of reading.

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Harris, Lisa. "Eating and Reading Hiromi Goto." Research papers 1, no. 1 (2008): 0. http://dx.doi.org/10.7202/019372ar.

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Abstract Hiromi Goto uses salted sour plums, cucumber and tonkatsu to expose the limits of reading and eating as ways of knowing gender and race. Ultimately, Goto argues, "difference exists, all cannot be understood." The narrator of Goto’s fictocriticism, Not Your Ethnic Body, describes herself through food to challenge how the female Japanese-Canadian body is consumed through writing. Yet she makes herself unpalatable to readers by prompting them to recoil and, thereby, to question their own reading practice. Goto rarely provides secure ideological footing in her prose; although there is space to gender or racialize her characters, she never confirms the legitimacy of such assumptions. The narrator of The Kappa Child is ambiguously gendered, for example, and has an ambivalent relationship to cucumbers. The family meal in Chorus of Mushrooms interrupts food’s conciliatory role in multicultural exchange. Goto’s work demonstrates that culinary authenticity, when tied to a particular place or racial identity, is always socially constructed and subject to change.

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Wójcik, Tomasz. "Two Freedoms. Philosophical Fragments in Michel Houellebecq’s Poetry and Prose." Tekstualia 1, no. 56 (2019): 155–62. http://dx.doi.org/10.5604/01.3001.0013.3287.

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The article focuses on Michel Houellebecq’s poetry and, taking into account its formal aspects, analyzes it as an expression of the world view, which centers on the idea of freedom. Such a reading reveals various meanings of this idea, especially in reference to its philosophical and social dimensions.

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Davis, Kathleen A., and Richard T. Walls. "Oral versus Written Recollections of Prose." Journal of Reading Behavior 21, no. 1 (1989): 59–68. http://dx.doi.org/10.1080/10862968909547658.

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After reading prose passages, undergraduate students retrieved and reported information in either the oral mode or written mode of production. Current information processing models indicate that superordinate concepts are recalled better than subordinate ideas from a text. Thus, dependent variables were number of superordinate concepts recalled, number of subordinate ideas recalled, number of readergenerated elaborations, and time taken to respond in each mode. Recalls were scored against an outline, for presence or absence of superordinate, subordinate, and reader-generated ideas contained in the passages. Total number of superordinate concepts, subordinate ideas, or reader-generated elaborations yielded no differences across modes of reporting. However, initial or ending position of information in the original text produced significantly different results when subjects recalled in the oral mode versus the written mode. For end position topics reported in the oral mode, when one level of concept was recalled without the other, it was always the subordinate concept that was recalled alone. These results have valuable implications for generative learning.

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Ilhyung Park. "Beckett and the Ethics of Prose: Badiou’s Reading of How It Is." English21 29, no. 4 (2016): 93–113. http://dx.doi.org/10.35771/engdoi.2016.29.4.005.

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Lentz, Tony M. "From recitation to reading: Memory, writing, and composition in Greek philosophical prose." Southern Speech Communication Journal 51, no. 1 (1985): 49–70. http://dx.doi.org/10.1080/10417948509372646.

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