Journal articles: 'Text and reading literature'

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Gambrell, Linda B. "Reading Literature, Reading Text, Reading the Internet: The Times They Are a'Changing." Reading Teacher 58, no. 6 (March 2005): 588–91. http://dx.doi.org/10.1598/rt.58.6.8.

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Kirova, Milena, and Milena Kirova. "Psychoanalysis and literature: Reading the third text." European Legacy 2, no. 3 (May 1997): 462–67. http://dx.doi.org/10.1080/10848779708579758.

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Kalaidjian, Walter, Jay Clayton, and Aldon L. Nielsen. "Reading the Multicultural Text." Contemporary Literature 37, no. 3 (1996): 492. http://dx.doi.org/10.2307/1208720.

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Shcheglov, Yuri K., and Robert Louis Jackson. "Reading Chekhov's Text." Slavic and East European Journal 38, no. 3 (1994): 507. http://dx.doi.org/10.2307/308858.

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Robinson, Jeffrey C., and Peter J. Manning. "Reading Romantics: Text and Context." Studies in Romanticism 32, no. 1 (1993): 130. http://dx.doi.org/10.2307/25600999.

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Kahn, Coppelia. "Shakespeare: Reading/Text/Theory." Shakespeare Quarterly 48, no. 4 (1997): 455. http://dx.doi.org/10.2307/2871256.

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Handayani, Sumi, Lilies Youlia, R. Bunga Febriani, and Syafryadin Syafryadin. "THE USE OF DIGITAL LITERATURE IN TEACHING READING NARRATIVE TEXT." Journal of English Teaching, Applied Linguistics and Literatures (JETALL) 3, no. 2 (October 3, 2020): 65. http://dx.doi.org/10.20527/jetall.v3i2.8445.

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This study investigated the use of digital literature in teaching reading narrative text in a State High School in Ciamis. This study is aimed to finding out the teachers’ implementation of using digital literature in teaching reading narrative text and the students’ perception of using digital literature in teaching reading narrative text. Therefore, the writer took one English teacher and one class of eleventh grade students as the purposive sampling. Furthermore, the writer used case study as her research design and conducted the classroom observations to find out how the teacher implemented the digital literature in teaching reading narrative text. The questionnaire was used to figuring the students’ perception of using digital literature in teaching reading narrative text. The finding of the study showed that the teacher implemented well of the use digital literature in teaching and learning process. Besides, there were a lots of students influenced of using digital literature in teaching and learning activity. For example, students felt enjoyable and they became more active in the classroom. It can be concluded that the use of digital literature enabled students to comprehend the narrative text easier. Finally, the writer suggests that the English teacher should implement the digital literature on teaching reading of narrative text during the learning process

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Wagner-Martin, Linda, and Lisa Ruddick. "Reading Gertrude Stein: Body, Text, Gnosis." American Literature 63, no. 1 (March 1991): 156. http://dx.doi.org/10.2307/2926593.

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Chandra, Giti, and Sanda-Marina Bădulescu. "Violence, Faith, and Women in Romanian Literature." HOLISTICA – Journal of Business and Public Administration 8, no. 2 (August 1, 2017): 69–78. http://dx.doi.org/10.1515/hjbpa-2017-0014.

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Abstract This essay offers a gendered reading of the confluence of violence and faith in Romanian literature, through a reading of two texts: Tatiana Bran’s “Deadly Confession”, and Elie Wiesel’s “Night”. While the former looks at the violence visited upon women in the context of religion and faith, the latter seeks to locate the place of women in the course of the loss of faith in a male context. The essay embeds these readings within the larger context of women and violence in Romanian literature from the 19th century to the present. While the instance of Bran’s novel serves as representative of much of this literature, the example of Wiesel’s autobiographical narrative is uniquely contextualized by the field of Holocaust literature. Nevertheless, it is possible to see these two readings – one, a woman authored text of violence against women, the other, a male authored text of women as a refuge from violence – as complementing each other in the ways in which women respond to faith and the loss of faith.

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McCarthy, Kathryn S. "Reading beyond the lines." Scientific Study of Literature 5, no. 1 (November 19, 2015): 99–128. http://dx.doi.org/10.1075/ssol.5.1.05mcc.

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Reading literature requires not only understanding the literal meaning of the text, but also constructing a nonliteral interpretation of the text’s deeper meaning yet little is known about the psychological processes involved when interpretations are constructed. The current paper presents a review of the extant work from literary theory, empirical studies of literature, and research from more general cognitive text comprehension to explore the conditions under which literary interpretations are made and what this discipline-specific reading behavior can tell us about more general text comprehension.

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Kintz, Linda, and Leslie Rabine. "Reading the Romantic Heroine: Text, History, Ideology." Studies in Romanticism 28, no. 1 (1989): 152. http://dx.doi.org/10.2307/25600764.

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Bartkowski, Frances, and Leslie W. Rabine. "Reading the Romantic Heroine: Text, History, Ideology." Comparative Literature 41, no. 4 (1989): 401. http://dx.doi.org/10.2307/1770732.

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Lindenberger, H. "The Look of Reading: Book, Painting, Text." Modern Language Quarterly 69, no. 4 (January 1, 2008): 586–89. http://dx.doi.org/10.1215/00267929-2008-024.

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Arnott, Jill. "Body, text, materiality: Reading the gendered subaltern." Journal of Literary Studies 17, no. 3-4 (December 2001): 161–81. http://dx.doi.org/10.1080/02564710108530282.

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Harrison, Chloe, and Louise Nuttall. "Re-reading in stylistics." Language and Literature: International Journal of Stylistics 27, no. 3 (August 2018): 176–95. http://dx.doi.org/10.1177/0963947018792719.

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Cognitive stylistics is primarily concerned with the cognitive processes – mental simulations – experienced by readers. Most cognitive stylisticians agree that experiences of reading texts are dynamic and flexible. Changes in the context of reading, our attentional focus on a given day, our extra background knowledge about the text, and so on, are all factors that contribute to our experience of a fictional world. A second reading of a text is a different experience to a first reading. As researchers begin to systematically distinguish between the ‘solitary’ and ‘social’ readings that constitute reading as a phenomenon ( Peplow et al., 2016 ), the relationship between multiple readings and the nature of their processing becomes increasingly pertinent. In order to explore this relationship, firstly we examine the different ways in which re-reading has previously been discussed in stylistics, grounding our claims in an empirical analysis of articles published in key stylistics journals over the past two decades. Next, we draw on reader response data from an online questionnaire in order to assess the role of re-reading and the motivations that underpin it. Finally, we describe an exercise for the teaching of cognitive stylistics, specifically applying schema theory in literary linguistic analysis (Cook, 1994), which illustrates the need to distinguish between readings as part of an analysis. Through these three sections we argue that our experiences of texts should be considered diachronically, and propose that the different readings that make up an analysis of a text should be given greater attention in stylistic research and teaching.

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Karatay, Halit. "The Effect of Literature Circles on Text Analysis and Reading Desire." International Journal of Higher Education 6, no. 5 (September 19, 2017): 65. http://dx.doi.org/10.5430/ijhe.v6n5p65.

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In order to make teaching activities more appealing, different techniques and strategies have been constantly employed. In this study, the strategy of “literature circles” was utilized to improve the text-analysis skills, reading desires, and interests of prospective teachers of Turkish. “Literature circles” was not chosen to be used as the sole strategy throughout the entire weekly class hours; instead, it was used only for one class hour of every weekly four-hour classes, being complementary to and supportive of other teaching activities. The study was carried out as action research. A total of 92 third-year students in two sections of the department of Turkish Education voluntarily participated in the study. In order to improve the students’ book reviewing skills and reading interests, “literature circles” was implemented for a period of 12 weeks for one class hour. At the end of the implementation of “literature circles” when the students’ reading comprehension pre-test and post-test scores were compared, a significant difference was observed. Based on the results, it may be concluded that “literature circles” is effective in developing students’ abilities to find the theme, main idea, and keywords in a text. Besides, the students pointed out that the implementation of this strategy increased their interest and desire for communication, their self-confidence, cooperative learning, critical thinking, reading objectively without bias, and independent reading skills.

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Marguch, Francisco. "Queer Anomalies: Reading Contemporary Argentinian Literature." Deleuze and Guattari Studies 12, no. 4 (November 2018): 541–52. http://dx.doi.org/10.3366/dlgs.2018.0330.

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This article contrasts the identity politics that took place in the last decades in Argentina with the passing of the Civil Marriage Law and Gender Identity Law with the literary imagination of texts from the same years, in which sexuality exceeds categorisations and presents an anomalous horizon. The first part of the text examines Deleuze and Guattari's concept of the anomalous as a tool to redefine queer sexualities without recourse to a transcendental norm. The second part of the article looks at the work of two writers, Naty Menstrual and Pablo Pérez, as examples of the logic of the anomalous.

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Baştuğ, Muhammet. "How do fluent and poor readers' endurance differ in reading?" Cypriot Journal of Educational Sciences 12, no. 4 (December 30, 2017): 157–66. http://dx.doi.org/10.18844/cjes.v12i4.2492.

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It was observed in this research that how endurance status of fluent readers and poor readers changed as the text became longer. 40 students who were attending the primary school 4th-grade, 20 of whom were fluent readers and other 20 were poor readers, participated in the research. A narrative text was utilized in the data collection process. Students' oral readings were recorded with a voice recorder and their cores of reading rates and reading accuracy percentages were obtained by listening to the readings. The scores were analyzed with the Friedman and Nemenyi tests. At the end of the analysis, it was seen that fluent readers' reading rates did not differ significantly from the beginning to end of the text whereas poor readers' reading rates differed in favor of the first parts of the text. Accordingly, while the fluent readers read the text at the same rate all the way, the poor readers' reading rates significantly dropped from the beginning towards to the end of the text. Furthermore, fluent readers' reading accuracy percentages differed significantly from the beginning towards the end of the text in favor of the last parts while poor readers' reading accuracy percentages differed in favor of the first parts. As per the finding, whereas fluent readers' reading accuracy percentages gradually increased, poor readers' percentages gradually dropped. In other words, as the reading time and volume increased, poor readers' reading errors increased, too. These results were discussed in the light of the literature.

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Kuzmičová, Anežka, Anne Mangen, Hildegunn Støle, and Anne Charlotte Begnum. "Literature and readers’ empathy: A qualitative text manipulation study." Language and Literature: International Journal of Stylistics 26, no. 2 (May 2017): 137–52. http://dx.doi.org/10.1177/0963947017704729.

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The alleged crisis of the humanities is currently fueling renewed interest in the affective benefits of literary reading. Several quantitative studies have shown a positive correlation between literary reading and empathy. However, the literary nature of the stimuli used in these studies has not been defined at a more detailed, stylistic level. In order to explore the stylistic underpinnings of the hypothesized link between literariness and empathy, we conducted a qualitative experiment in which the degree of stylistic foregrounding was manipulated. Subjects ( N = 37) read versions of Katherine Mansfield’s “The Fly,” a short story rich in foregrounding, while marking striking and evocative passages of their choosing. Afterwards, they were asked to select three markings and elaborate on their experiences in writing. One group read the original story, while the other read a ‘non-literary’ version, produced by an established author of suspense fiction for young adults, where stylistic foregrounding was reduced. We found that the non-literary version elicited significantly more ( p < 0.01) explicitly empathic responses than the original story. This finding stands in contradiction to widely accepted assumptions in recent research, but can be assimilated in alternative models of literariness and affect in literary reading. We present an analysis of the data with a view to offering more than one interpretation of the observed effects of stylistic foregrounding.

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Bhanot, Kavita. "Reading the whiteness of British Asian literature: A reading of Sathnam Sanghera’sThe Boy with the Topknot: A Memoir of Love, Secrets and Lies in Wolverhampton." Journal of Commonwealth Literature 55, no. 2 (April 2, 2018): 204–27. http://dx.doi.org/10.1177/0021989418759741.

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A text is assumed to reflect truth when its ideology meets that of the reader. British Asian literature has tended to be read as giving an insight into South Asian communities, as reflecting “truth”. Dominant readings do not tend to “see” the ways in which this literature, in terms of perspective, ideology, and the direction in which it faces, is located in Britishness as whiteness. This article, through a close reading of Sathnam Sanghera’s popular memoir The Boy with the Topknot, reverses the gaze on the community that the memoir is assumed to reveal, in order to highlight and identify what becomes normalized, invisible, universal in such a text. The article seeks to show how “Britishness” as whiteness is the normative perspective of the text, embodied in the second-generation British narrator as ideal integrated/assimilated citizen. From this perspective, non-whiteness, in the form of first generation immigrants as well as Sanghera’s younger self, is othered. The text reflects the state’s integrationist and assimilationist policies, founded on the assumption that “identity” is a construction that needs to be left behind, while intimating that a normalized whiteness/Britishness as “non-identity” should be embraced, revealing an internalized historicist racism. Meanwhile, “identity” and “difference” are used to sell British Asian texts such as this memoir — they are packaged as “multicultural”, “hybrid” (and, increasingly, “diverse”) products, and this is also how they are popularly read. Therefore, my reading of this text, as located in Britishness as whiteness, unpacks what terms such as multiculturalism, hybridity, and diversity may conceal. A counter reading of the text, which draws out the violence it reveals, of the historicist British racial state, highlights the role of readers’ assumptions in the construction of a text, suggesting that other readings are possible. This is also illustrated by alternative readings of the book by Sikh readers.

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Horowitz, Rosalind, and S. Jay Samuels. "Reading and Listening to Expository Text." Journal of Reading Behavior 17, no. 3 (September 1985): 185–98. http://dx.doi.org/10.1080/10862968509547539.

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Poor reading comprehension may result from a general comprehension problem, a decoding problem, or a combination of these problems. Using a counterbalanced design, 38 good and poor sixth-grade readers read aloud and listened to easy and hard texts. Immediately after reading and listening, students orally retold what they had read or heard. Their recalls were scored for number of idea units produced. Results indicated no difference in listening comprehension between good and poor readers for either easy or hard texts, but a significant difference in oral reading comprehension in favor of good readers on both easy and hard texts. The finding of no difference in listening suggests that the poor readers in this sample did not have a general comprehension problem, while their poor oral reading performance indicates that they did have a decoding problem. These findings support a more complex comprehension process model of listening and reading than has typically been described in the literature.

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Morris, Barbra S. "Reading Replay in “Live” Television Text." Journal of Popular Culture 20, no. 4 (March 1987): 147–57. http://dx.doi.org/10.1111/j.0022-3840.1987.00147.x.

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McKenzie, Cori Ann, and Scott Jarvie. "The limits of resistant reading in critical literacy practices." English Teaching: Practice & Critique 17, no. 4 (November 12, 2018): 298–309. http://dx.doi.org/10.1108/etpc-01-2018-0017.

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Purpose This paper aims to draw from work in the field of English that questions the “limits of critique” (Felski, 2015) in order to consider the limits of critical literacy approaches to literature instruction. The study focuses on the relational and affective demands that resistant reading places on readers and texts. Design/methodology/approach Drawing from post-critical (Felski, 2015) and surface (Best and Marcus, 2009) reading practices in the field of English, the authors perform analyses of two recent articles that illustrate critical literacy approaches to literature instruction, drawing attention to the ways the resistant reading practices outlined in each article reflect Felski’s description of critique. Findings The authors’ readings of two frameworks of critical literacy approaches to literature instruction produce two key findings: first, in emphasizing resistant readings, critical literacy asks readers to take up a detective-like orientation to literature, treating texts as suspects; second, resistant reading practices promote a specific set of affective orientations toward a text, asking readers to cultivate skepticism and vigilance. Originality/value While the authors do not dismiss the importance of critical literacy approaches to literature instruction, the study makes room for other relational and affective orientations to literature, especially those that might encourage readers to listen to – and be surprised by – a text. By describing critical literacy through the lens of Felski’s work on critique, the authors aim to open up new possibilities for surprising encounters with literature.

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Simpkins, Scott, and Leslie W. Rabine. "Reading the Romantic Heroine: Text, History, Ideology." Tulsa Studies in Women's Literature 5, no. 2 (1986): 318. http://dx.doi.org/10.2307/464004.

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Dickie, Margaret, and Lisa Ruddick. "Reading Gertrude Stein: Body, Text, Gnosis." Modern Language Review 88, no. 2 (April 1993): 429. http://dx.doi.org/10.2307/3733788.

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Segal, E. "Forgetful Muses: Reading the Author in the Text." Poetics Today 33, no. 3-4 (September 1, 2012): 488–90. http://dx.doi.org/10.1215/03335372-1812171.

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Kulieva, Sheker A. "Reading Translingual Literary Text in Polycultural Audience." Polylinguality and Transcultural Practices 16, no. 4 (December 15, 2019): 637–43. http://dx.doi.org/10.22363/2618-897x-2019-16-4-637-643.

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This article offers a technique for working with translingual literature in a multilingual audience. The object of analysis - Russophon text - is considered as a meeting place for languages and cultures, the elements of which can be explicated in the presence of the necessary background knowledge. The author cites as an example a joint reading with the students of the novel cycle of the famous Kazakhstan writer A. Zhaksylykov - a multi-level artistic whole that can be deciphered adequately only within the framework of the translingual approach. The purpose of the article is to help specialists choose a methodology for interpreting the text in which the analysis could become productive.

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Heath, Malcolm. "Greek Literature." Greece and Rome 65, no. 2 (September 17, 2018): 242–47. http://dx.doi.org/10.1017/s0017383518000189.

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ἄνδρά μοι ἔννεπε…: Are you shocked to find a misprint at the very beginning of Martin West's Teubner Odyssey? Then you've not been reading the poem in the editions of La Roche (1867–8) or Ludwich (1889–91), and you have not been reading the Iliad in West's edition (1998). You will need to consult the latter if you want to gain enlightenment on this and other orthographic niceties: the introduction to West's Odyssey is, inconveniently, not a stand-alone resource. Sampling his text alongside Allen's routinely derided OCT rarely revealed differences more substantive than, for example, ἐνὶ vs ἐπὶ in 1.211. But confidence in my collation may be undermined when I confess that I almost missed μηδὲ vs μέγα δέ in 13.158: West's decision to set aside the entire ancient textual tradition in favour of Aristophanes of Byzantium's conjecture strikes me as reckless. Strongly attested lines have no immunity to West's suspicions (e.g. 1.171–3). Suspect lines are variously queried in the apparatus, or bracketed in the text, or moved from text to apparatus. The last of these options is disruptive to the reading experience, and such a sharply polarized layout can hardly avoid being arbitrary: doubtfulness is a continuum. I, at any rate, was unable to extract a consistent set of criteria underlying West's choices among the three options. But his handling of these difficult decisions is more restrained than I had expected. The apparatus, once its conventions have become familiar, is clear and informative; an unprecedented range of papyri is cited; the testimonia, too, are given in unprecedented abundance. Allen, of course, but also von der Mühll (1946) and Thiel (1991) are put in the shade by West's final scholarly tour de force.

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László, János, and Steen F. Larsen. "Cultural and Text Variables in Processing Personal Experiences While Reading Literature." Empirical Studies of the Arts 9, no. 1 (January 1991): 23–34. http://dx.doi.org/10.2190/fqjp-ghnh-vgy5-41ca.

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Wanner, Adrian, and Rachel May. "The Translator in the Text: On Reading Russian Literature in English." Slavic and East European Journal 39, no. 4 (1995): 635. http://dx.doi.org/10.2307/309124.

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Хомякова and Irina Khomyakova. "Modern Methodical Approaches to the Literature Reading Teaching." Primary Education 5, no. 2 (March 31, 2017): 20–26. http://dx.doi.org/10.12737/25107.

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The article analyzes methodical approaches that allow effective realization of the basis subject requirements of the Federal State Educational Standard of Primary General Education of the second generation of literature reading. The contents, forms and actual trends – notional reading, work with text – are determined.

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Bejos, Karla. "Expository Text: Reading Comprehension, Bilingualism, and Instructional Strategies." Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse (CLD) Populations 16, no. 2 (July 2009): 45–53. http://dx.doi.org/10.1044/cds16.2.45.

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Abstract This literature review examines reading comprehension issues related to expository text. It describes what factors contribute to the complexity of expository text, what abilities and skills a reader must possess, and expository text structure. The review addresses influences of bilingualism on expository text comprehension. It discusses the relation of second language oral proficiency on reading, the complexity of the reading task for bilinguals, how they approach reading, and the transfer of literacy skills across languages. The final section reviews instructional strategies aimed at improving reading comprehension of expository text. This includes strategies to teach comprehension of the cause and effect concept, paraphrasing, and types of tasks to assess reading comprehension that are appropriate for bilingual readers.

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Raveendran, P. P. "Text as History, History as Text: A Reading of Kamala Das's Anamalai Poems." Journal of Commonwealth Literature 29, no. 1 (March 1994): 47–54. http://dx.doi.org/10.1177/002198949402900105.

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Farrell, John P. "Reading the Text of Community in Wuthering Heights." ELH 56, no. 1 (1989): 173. http://dx.doi.org/10.2307/2873128.

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Davies, P. S. "The Text of Pervigilium Veneris 74." Classical Quarterly 42, no. 2 (December 1992): 575–77. http://dx.doi.org/10.1017/s0009838800016293.

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The extant MSS. of the Pervigilium Veneris, which all derive from a single archetype, are unanimous in their reading at line 74. Yet, as is widely agreed, this reading cannot be correct. The poet is describing the descendants of Venus

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Debnár, Marek. "FORMALISM AND DIGITAL RESEARCH OF LITERATURE." Digital Age in Semiotics & Communication 1, no. 1 (November 28, 2018): 113–20. http://dx.doi.org/10.33919/dasc.18.1.8.

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The relation between the humanities and information technologies has become so strong in recent decades that it is no longer possible to see this relationship as a mere temporary phenomenon. Together with massive digitalization of books, journals and other texts, collected into extensive electronic libraries and hypertextual databases, it is now necessary to rethink and redefine not only the concept of reading, but to specify new possibilities for analysing literary and specialized texts. The aim of this study is to point at new approaches to reading large text collections in the light of Moretti’s method of distant reading. This paper uses the methodological issues of relation between distant reading and Russian formalism as background for this consideration.

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Jamil, Nur Athirah, and Azlina Abdul Aziz. "The Use of Multimodal Text in Enhancing Students’ Reading Habit." Malaysian Journal of Social Sciences and Humanities (MJSSH) 6, no. 9 (September 10, 2021): 487–92. http://dx.doi.org/10.47405/mjssh.v6i9.977.

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Reading habit is a fundamental skill that is necessary for every student's life. However, Malaysia is far from a culture of reading. Therefore, to step forward to a world that enjoys reading, everyone needs to spread good reading habits as soon as possible. Thus, this conceptual paper provides a literature review that is relevant to students' reading habits by using multimodal text. Additionally, it explores reading habits, the importance of reading, multimodal text as instructional material, and the advantages of using multimodal text to improve students' reading habits. By identifying some advantages of using multimodal text in improving students' reading habits, such as making the learning environment more interesting and productive, encouraging more on reading habits and motivate students to read texts with passion. Thus, teachers should be encouraged to develop their own multimodal text to be used in the ESL classroom.

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HÉÉBERT, SYLVIE, RENÉÉE BÉÉLAND, CHRISTINE BECKETT, LOLA L. CUDDY, ISABELLE PERETZ, and JOAN WOLFORTH. "A CASE STUDY OF MUSIC AND TEXT DYSLEXIA." Music Perception 25, no. 4 (April 1, 2008): 369–81. http://dx.doi.org/10.1525/mp.2008.25.4.369.

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IN THIS ARTICLE, WE FIRST REPORT the data of normal music readers on a new music-reading battery developed in our laboratory. The battery was inspired by the brain damage literature on music-reading deficits and comprised visual and auditory tasks. Second, we report the battery data of IG, a university musician who was referred to us as potentially dyslexic for music, and also her data on text reading and neuropsychological tests.We compare IG's data with those of normal readers.We suggest that IG might represent a case of associated music and text developmental dyslexia.Her results also indicate a dissociation between her pitch and rhythm reading abilities not quite the same as normal readers, as well as an interesting dissociation between reading and repetition, opposite to normal readers.

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Beckman, Jessica C. "Time, Reading, and the Material Text: Revising Spenser’sShepheardes Calender." Spenser Studies 33 (January 2019): 161–85. http://dx.doi.org/10.1086/699648.

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Gross, S. "Reading in Style: Visual Text from a New Angle." Poetics Today 29, no. 3 (September 1, 2008): 565–93. http://dx.doi.org/10.1215/03335372-076.

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Goldstone, Andrew. "The Doxa of Reading." PMLA/Publications of the Modern Language Association of America 132, no. 3 (May 2017): 636–42. http://dx.doi.org/10.1632/pmla.2017.132.3.636.

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Reading Franco Moretti's Graphs, Maps, Trees as a late-stage graduate student in 2008 was invigorating. Here was an approach to literary history free from the pieties of close reading, committed to empiricism, seeking to fulfill, with its “materialist conception of form,” the promise of the sociology of literature (92). And, at the time, it seemed natural that the way to follow the path laid out by Moretti in Graphs and in the essays he had published over the previous decade was to go to my computer, polish my rusty programming skills, and start making graphs. Yet reconsidering Moretti's Distant Reading now, one is struck by how nondigital the book is. In fact, the meaning of distant reading has undergone a rapid semantic transformation. In “Conjectures on World Literature,” originally published in 2000, Moretti introduces the phrase to describe “a patchwork of other people's research, without a single direct textual reading” (Distant Reading 48). Today, however, distant reading typically refers to computational studies of text. Introducing a 2016 cluster of essays called “Text Analysis at Scale,” Matthew K. Gold and Lauren Klein employ the term to speak of “using digital tools to ‘read’ large swaths of text” (Introduction); in his contribution to the cluster, Ted Underwood embraces “distant reading” as a name for applying machine-learning techniques to unstructured text. Discussions of distant reading have become discussions of computation with text, even if no section of Distant Reading features the elaborate computations found in the Stanford Literary Lab pamphlets to which Moretti has contributed.

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Levorato, M. Chiara, and Aldo Nemesio. "Readers' Responses While Reading a Narrative Text." Empirical Studies of the Arts 23, no. 1 (January 2005): 19–31. http://dx.doi.org/10.2190/yrg2-c0lq-we54-p2kx.

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Martinie, Sherri, Cheryl Marcoux, and Janet Stramel. "Monkey Paws, English Pounds, and Leagues: Using Literature in the Middle School." Mathematics Teaching in the Middle School 11, no. 3 (October 2005): 125–31. http://dx.doi.org/10.5951/mtms.11.3.0125.

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In our district, all teachers are responsible for teaching reading and problem solving to all students. To meet this challenge, teachers were trained in reading instruction and in teaching problem-solving skills and strategies. These expectations encouraged all teachers to integrate reading and problem solving into their classroom instruction. The basis of the reading training stemmed from the book I Read It, But I Don't Get It (Tovani 2000). Tovani describes what good readers do to recognize and clear up confusion and suggests several “Fix Up” strategies. Our emphasis was on enabling students to “make a connection between the text and: Your life, your knowledge of the world, or another text” (p. 51).

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Perkins, Kyle, and Xuan Jiang. "A proposed literature-based syllabus for EAP writing." Journal of Global Education and Research 4, no. 1 (September 2019): 48–61. http://dx.doi.org/10.5038/2577-509x.4.1.1103.

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This paper proposes a literature-based composition course for advanced Non-native English Speaking (NNES) students in an English for Academic Purpose (EAP) program and provides a rationale, a syllabus, and some suggested pedagogy for consideration. The principal reasons for choosing a literature-based format include the following: (1) extended writing about a text, or texts, should lead to reading comprehension improvement; (2) culturally responsive literature should enhance engagement; (3) reading literature, as writerly reading, will assist NNES students with developing strategies applied to reading-to-write tasks and to integrated writing skills; (4) reading for writing (RFW) will expose NNES students to a wide range of genres, syntactic constructions, discourse structures, and words and word families; (5) RFW should lead to the development of multiple-documents literacy; and (6) contemporary writing models incorporate reading as a component of the composing process, which emphasizes the inter-dependency of reading and writing.

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Rashkin, Esther. "Reading the Mind, Reading the Text: Reflective Functioning, Trauma Literature, and the Task of the Psychoanalytic Critic." American Imago 68, no. 1 (2011): 37–48. http://dx.doi.org/10.1353/aim.2011.0009.

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Gopal, Revathi, and Charanjit Kaur Swaran Singh. "Arising reading patterns in understanding literary texts." Studies in English Language and Education 7, no. 2 (September 3, 2020): 407–20. http://dx.doi.org/10.24815/siele.v7i2.16663.

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This paper reviews reading attempts made by students at the lower secondary -- level in oral reading and retelling to understand literary texts. The study involved a qualitative research method in collecting data, which relates to the students’ reading patterns in understanding literary texts and the impact of students’ reading patterns on literary texts comprehension. The sample in this study comprised six average ability Form One (i.e. seventh grade) students from a secondary school. Data collection techniques included content analysis of students’ oral reading and retelling. Students’ oral reading and retelling were centred in the literature textbook currently used in lower secondary school. Data collected were subsequently analysed by using frequency counts in the form of percentages. The findings from oral readings show that students formed their own mental framework to guide them through in text comprehension, and the results of retellings analysis suggest that the literary texts were readable and were within the students’ comprehension level. However, none was able to infer beyond the text and to relate the text to one’s own life. This did not influence students’ text comprehension. The study indicates that different forms of patterns arose during oral reading among students in ways how they connected the ideas on the page to comprehend the literary texts. This aided teachers in their choices of classroom instructions that best fit the students’ reading ability.

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Widawati, Rika. "READING TEXT POPULAR SONG INDONESIA: STUDY SEMIOTIC-HEURISTIC." EDUTECH 14, no. 1 (February 10, 2015): 1. http://dx.doi.org/10.17509/edutech.v14i1.936.

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Abstract. This paper is the result of the research that based on the phenomenon in Indonesia today. The texts of Indonesian popular songs that part of the literature which create new vocabularies or make the modification of old language. The structure of this work seems to be odd. It means the new vocabulary is different from the standard of Indonesian structure. The aim of this descriptions are the correction of (1) the mistake of the phenomenon in the text of Indonesian popular songs (2) the meaning of indonesian popular songs must be based on reading of semiotics and heuristic. To describe this purpose, we use semiotic theory and structuralism. While the sources of this research are adopted from the texts of Indonesian popular songs which are published in 2000-2010 periode. Both Indonesian popular songs, either good songs or odd songs which has the value of good literature, namely which consist of good structure, poetic, romantic with symbolic style. Heuristically readings of the two text Indonesian songs indicate violations of linguistic rules either syntagmatic, paradigmatic, meaningfulness relations and composition.Keywords: the text of Indonesian popular song, semiotic, heuristicAbstrak. Tulisan ini merupakan hasil penelitian yang didasari oleh fenomena bahwa dewasa ini teks lagu populer Indonesia sebagai bagian dari karya sastra banyak menampilkan kosakata baru ataupun modifikasi kosakata lama, dengan komposisi yang dipandang “menyimpang” dari kaidah tata bahasa baku maupun konvensi sastra. Tulisan ini bertujuan untuk mendeskripsikan (1) fenomena struktur kebahasaan dalam teks lagu populer Indonesia dan (2) makna teks lagu populer Indonesia berdasarkan pembacaan semiotik-heuristik. Untuk mendeskripsikan hal tersebut digunakan teori semiotik dan strukturalisme. Sementara sumber data penelitian ini adalah teks lagu populer Indonesia tahun 2000 – 2010. Baik lagu-lagu yang dipandang menyimpang dari kaidah atau konvensi sastra maupun sebaliknya, yakni lagu-lagu yang sesuai kaidah-kaidah bahasa dan sastra, yaitu yang bernilai puitis, romantis, dengan gaya bahasa simbolis. Hasil pembacaan secara heuristik terhadap teks dua lagu Indonesia menunjukkan adanya pelanggaran kaidah linguistik baik secara sintagmatik, paradigmatik, kebermaknaan relasi dan komposisinya. Kata Kunci : teks lagu populer Indonesia, semiotik, heuristik

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Zhang, Geng. "Study on the Impact of Web-Quests as Communication Technology on Electronic Reading." Advanced Materials Research 945-949 (June 2014): 3327–30. http://dx.doi.org/10.4028/www.scientific.net/amr.945-949.3327.

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The use of communication technology in electronic reading may change interactions among readers and writers. This paper attempts to investigate this kind of change in electronic reading due to the employment of web-quests as communication technology. It firstly reviews the literature including the concept and feature of web-quests, reader-reader interaction about a text, reader-text interaction, and communicative tasks in reading. Based on the literature review, the paper analyses how web-quests help develop communication about a text, including reader-reader interaction about a text and reader-text interaction. It also emphasises the functions of web-quests in governing excessive freedom for readers because of hypertexts in web-quests. Finally the paper concludes web-quests on electronic reading can increase the communications among readers and texts, and then cultivate readers’ abilities of critical thinking and independent reading.

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CHAMBLISS, MARILYN J., and RUTH GARNER. "Do Adults Change their Minds after Reading Persuasive Text?" Written Communication 13, no. 3 (July 1996): 291–313. http://dx.doi.org/10.1177/0741088396013003001.

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Arampatzidou, Lena. "Medicine Reading Literature: the Paradigm of Degeneration." European Review 21, no. 1 (January 31, 2013): 21–27. http://dx.doi.org/10.1017/s1062798712000178.

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This article is part of a larger project on the interaction between Natural/Life Sciences and Literature, and is a first attempt to scout the area through concentrating onDegeneration, a book that sees Literature through the eyes of Medicine. Max Nordau, the author of the book, was a turn-of-the-twentieth-century German physician who read contemporary movements in Art and Literature as Disease. He was an adversary of pre-modernist and modernist movements such as aestheticism, decadence, impressionism, and so on, and failed to recognize their avant-garde character. The article examines how Nordau reads certain features of literary texts and works of art which he cannot understand as symptoms of the malfunctioning of the nervous system of the painters and writers concerned. Moving from the body of the text to the body of the artist, Nordau reads particular artistic features as signs of bodily disease of the artists, and he does so by opposing the rationalist discourse of Medicine to the figurative language of Literature.

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Journal articles on the topic 'Text and reading literature'

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