Relevant bibliographies by topics / Textual re-reading

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters

Academic literature on the topic 'Textual re-reading'

Author: Grafiati
Published: 4 June 2021
Last updated: 11 February 2022

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Journal articles on the topic "Textual re-reading"

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Goodrich, R. A. "Re-reading readability." Australian Review of Applied Linguistics 12, no. 2 (January 1, 1989): 107–20. http://dx.doi.org/10.1075/aral.12.2.07goo.

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Abstract This brief article critically examines the assumptions and shortcomings of lexico-syntactically based measures of readability, using the popular Fry’s readability scale as its prime example. Thereafter, it explores an alternative semantic approach to the issue by re-focusing upon three crucial cohesive factors in the development of textual meaning that Fry’s formula ignores, to its cost.
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Sawyer, Robert. "Re-Reading “Greenes Groatsworth of Wit”." Revista Alicantina de Estudios Ingleses, no. 25 (November 15, 2012): 67. http://dx.doi.org/10.14198/raei.2012.25.06.

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This essay focuses on the alleged attack by Robert Greene on Shakespeare as an “upstart crow,” a work reprinted in almost every collection of Shakespeare’s works, and a document that has produced its own body of scholarly assessment. Employing recent textual criticism of the print industry in early modern England —including works by Zachary Lesser, John Jowett, Jeffery Masten, and D. Allen Carroll— we re-read “Green’s Groatsworth of Wit” as a kind of literary criticism that helps to illuminate both its own textual status as well as the material conditions of the late sixteenth-century theatrical world which produced it. Following a review of the basic lines of interpretation of the piece, I examine the nexus of the Henry Chettle, Robert Danter and Greene connection, in an attempt to show that by considering the “collaboration” between these three, we should come to a better understanding of the document itself. Equally important, by re-examining the text, reviewing the printing process, and rethinking the authorial voice of the work, I hope to re-situate the pamphlet’s place in the present debate on Shakespeare and his contemporaries.
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Grimshaw, Mike. "Notes toward a Loos-ian Theory of Religion in Modernity." Method & Theory in the Study of Religion 17, no. 4 (2005): 382–92. http://dx.doi.org/10.1163/157006805774550956.

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AbstractThis work is concerned with developing a theory of religion in modernity using the work of the architect and critic Adolf Loos. It is an inter-textual re-reading of Loos and critical readings of Loos, seeking to posit a developing Loosian theory as a possible new methodology for re-reading the tensions toward religion evidenced in modernity.
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Ratcliffe, Krista. "A rhetoric of textual feminism: (Re)reading the emotional in Virginia Woolf'sthree guineas." Rhetoric Review 11, no. 2 (March 1993): 400–417. http://dx.doi.org/10.1080/07350199309389014.

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Dutton, James. "Cutting, Reading, Re-Membering: Parade's End's Elliptical History …" CounterText 7, no. 2 (August 2021): 263–85. http://dx.doi.org/10.3366/count.2021.0233.

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This essay reads Ford Madox Ford's Parade's End materially, to claim that Ford's radically ‘modernist’ style worked to refigure history on the basis of the literary mark. Ford's innovative use of the material elements of writing allows his readers to approach history as materialistic historio graphy – a key idea for Paul de Man – that reads writing as marks and traces independent of fluctuating ideological abstractions. In Parade's End, Ford's narration avoids extra-textual context-building, instead sticking as tightly (and often bewilderingly) as possible to the interiority of a character's consciousness. Notably, this technique interacts with the material world in a similar way to de Man's approach to reading. This allows Ford to stage the ‘writing’ of history, where trace-chains are constantly refigured as material inscriptions, taken up and made sense of anew. The essay first interprets Ford's attitude to history as a creative act, ironised by his protagonist Tietjens’ belief in the certainty and self-evidence of unified historicism. It then describes the ‘elliptical’ structure of one of the novels’ key scenes, where Tietjens is forced to learn the unfinishable nature of history–especially via written forms (like the ellipsis itself) that do not speak. Finally, it directs its attention to the tetralogy's conclusion, ‘voiced’ by a mute narrator, that inscribes the potential for meaning to always remain in an unpredictable future. This ‘theotropic’ force cuts through Ford's novels, and in doing so gestures to the ellipsis from which all reading has, always-already, been re-membered.
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Harvey, Lawrence. "Scattering the Articles of Textual Law." Janus Head 15, no. 1 (2016): 39–61. http://dx.doi.org/10.5840/jh201615112.

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This article interrogates the poethical turn in the work of the later Levinas. In the first instance, this reading brings to the fore the extent to which Levinas’ early ethical position paradoxically repeats formerly deni­grated aspects of Heidegger’s philosophy. Secondly, through the aperture of Celan’s poetry, Levinas’ later ethical reformulation is examined. This article demonstrates that it is through a heightened attention to language that Levinas attempts to counter the tacit duplication of Heideggerian ideals. Crucially, this article seeks to establish that it is only when Levinas fully embraces the ‘poetry of language’ that the residual Heideggerian re-inscription is finally redressed; this process of redress being mediated via what Celan refers to as ‘the not-to-be-deciphered’ free-floating poetic word.
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Thompson, Vanessa, and Leswin Laubscher. "Violence, Re-Membering, and Healing: A Textual Reading of Drawings for Projection by William Kentridge." South African Journal of Psychology 36, no. 4 (November 2006): 813–29. http://dx.doi.org/10.1177/008124630603600410.

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Lange, Armin, and Zlatko Pleše. "Transpositional Hermeneutics." Journal of Ancient Judaism 3, no. 1 (May 6, 2012): 15–67. http://dx.doi.org/10.30965/21967954-00301003.

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This article argues that similar yet distinct hermeneutical approaches can be observed in the Derveni papyrus, the exegetical work of Aristobulus of Alexandria, and the Qumran Pesharim. These similarities go back to a widespread hermeneutical system that was triggered by cultural and religious estrangement from authoritative texts. Such estrangement developed when the authoritative status of scripturalized cultural memories prevented their adjustment to evolving cultures by way of reworking (textual fixity). The transposition of isolated elements from these scripturalized cultural memories into new contexts allows for a continuous re-reading of textually stable authoritative texts. In this way, authoritative texts could develop ever-changing significations mirroring the developments of cultures and societies.
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Ying, Yan. "Migrating Literature: Reading Geling Yan’s The Banquet Bug and its Chinese Translations." Meta 58, no. 2 (March 31, 2014): 303–23. http://dx.doi.org/10.7202/1024176ar.

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Using Geling Yan’s The Banquet Bug and its Chinese translations as a case study, this article attempts to explore what I term “migrating literature” in a transnational and translational framework. Translation is reconceptualised at three levels: contextual, paratextual and textual. This article will first of all examine the very translational nature of immigrant writing from a contextualized reading. It will then look at how paratextual matters re-frame immigrant writing and sometimes impose meaning by analyzing two key paratextual elements, title and front cover. At the end, the gain and loss of meanings will be discussed at the textual level, with an emphasis on the ideological and cultural implications. It also points out the possibility of incorporating readings from translations in other languages and cultures, or translations in other media forms, into the framework of migrating literature.
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Jordaan, D. J. "Interpretatiewe strategieë en betekenis - ’n herlees van ‘Ná ’n besoek aan die dieretuin’." Literator 13, no. 1 (May 6, 1992): 41–50. http://dx.doi.org/10.4102/lit.v13i1.722.

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Interpretation is powerfully influenced by the reader's ideological orientation. This is illustrated by means of a re-interpretation of DJ. Opperman's poem "Na ’n besoek aan die dieretuin", in which the typological intertext of the ‘oorredingslied' (song of persuasion), activated by the motto of the poem, is taken into account. The alternative reading of the poem generated in this way is validated by integrating key textual elements at present not taken into account by leading critics, notably Grove.
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Dissertations / Theses on the topic "Textual re-reading"

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Correia, Roseli Luz. "Crônicas na sala de aula: práticas de leitura e (re)conhecimento de mundo." Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/8/8162/tde-11032016-150103/.

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Esta dissertação tem como objetivo evidenciar as práticas de leitura na sala de aula, no dia a dia da escola, procurando maneiras diferentes de aproximar os alunos da leitura literária. A escolha de se trabalhar com o gênero crônica surgiu da hipótese de que ele facilita o processo do ensino-aprendizagem em Língua Portuguesa. Por meio dele, os alunos podem assumir-se como produtores do conhecimento e passam a ser sujeitos desse processo. Na sequência, o trabalho traz ainda dois outros gêneros textuais: a entrevista e o vídeo documentário que puderam ser desenvolvidos com base na leitura de crônicas na sala de aula. O tratamento metodológico construiu-se à medida que as situações reais de sala de aula e os questionamentos dos alunos foram surgindo e questões foram se impondo. A partir desse fato a fundamentação teórica se justifica pela necessidade real da investigação dos textos. Este trabalho se propõe ainda a desenvolver atividades que promovam a produção de sentido com base nas práticas de leituras, com os alunos de uma turma de 7º ano, de uma escola da rede pública do Estado de São Paulo.
The purpose of this dissertation is to demonstrate the reading practices in the classroom, day to day, seeking different ways of how to draw the students near to the literary readings. The choice of working with the short story genre came from the assumption that it facilitates the process of teaching and learning in the Portuguese language. Through this process, the students can take on the role of producers of knowledge and become subjects of this process. Subsequently, this work brings two other textual genres: the interview and the documentary video which could be developed based on the reading of short stories in the classroom. The methodological approach was formed as the real classroom situation and the students questioning were both emerging, and questions were established. For this reason, the theoretical foundation is justified by the actual need to investigate the texts. This work also aims to develop activities that promote the creation of meaning based on reading practices, with year 7 students from a public school in the state of São Paulo.
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Janse, van Rensburg Hanre. "The resurrection revived : a critical examination." Diss., 2010. http://hdl.handle.net/2263/26233.

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Why has the resurrection once again become the centre point of a new storm brewing in both popular and academic culture? Because of the combination of a realisation of death, and of human beings’ need to interpret its (death’s) mysteries; a question innate to the human experience. In a fear-filled world where war, terrorism, and economic collapse bring the question of death (and the afterlife) to the fore, people are asking – perhaps more than ever – what happens after we die. This popular fascination with the end, with death, and with what (if anything) lies beyond it, has also influenced the theme and the direction of academic work in the theological field. For this reason an informed analysis of the resurrection debate has become necessary – a process of analysing the different strata of understanding as it relates to current resurrection research. Any consideration given to gender or power, birth or burial, money or food is made in an effort to situate the debates being studied. Could a reason for these still varied conclusions on the subject be that those writing on it are not equipped for the task of analysing and interpreting history and historical method? In order to be able to begin answering this question, one of this study's main objectives is to learn and apply the approach of historians – outside of the community of Biblical scholars – to the question of whether Jesus of Nazareth rose from the dead; thus providing interaction with philosophers of history related to hermeneutical and methodological considerations. The method proposed here is a combination of historiography and an ethics of understanding, with the use of Correspondence theory (in which history is described as knowable, and some hypotheses as truer than others in a correspondence sense). This study wants to address both the different questions and analyses of the debate by asking: What if we see things differently? What if we were to ask a different set of questions? In order for this to be possible, we need to develop an ethics of interpretation – instead of asking the expected questions, this study aims to ask: What interests and frameworks inform the questions we ask and the way in which we interpret our sources? How does scholarship echo (and even participate in) contemporary public discourses about Christian identity? These questions will be attended to through three intersecting practices – critical reflexivity, complemented by the use of the two related practices of textual re-reading and public debate. However, these are not methodical steps in a linear progression, they are mutually interacting practices that draw on each other; raising new possibilities for the way in which we historically reconstruct the Jesus movement, allowing us to enter into the public debate about Jesus and eschatology in a way that takes the ethical possibilities and consequences of our reconstructions of Christian origins and identity seriously. For, though fragmentary and broken human words may be, they nevertheless possess a capacity to function as the medium through which God is able to disclose himself. Copyright
Dissertation (MTh)--University of Pretoria, 2010.
New Testament Studies
unrestricted
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Books on the topic "Textual re-reading"

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Tatum, Alfred W. Reading for their life: (re)building the textual lineages of African American adolescent males. Portsmouth, NH: Heinemann, 2009.

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Tatum, Alfred W. Reading for their life: (re)building the textual lineages of African American adolescent males. Portsmouth, NH: Heinemann, 2009.

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Tatum, Alfred W. Reading for their life: (re)building the textual lineages of African American adolescent males. Portsmouth, NH: Heinemann, 2009.

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An Ars legendi for Chaucer's Canterbury tales: Re-constructive reading. Gainesville: University of Florida Press, 1991.

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Reception and its varieties: Reading, re-writing, and understanding Cena Cypriani in the Middle Ages. Trier: Wissenschaftlicher Verlag Trier, 2007.

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The Scripted Self: Textual Identities in Contemporary Spanish Narrative (Re-Reading Hispanic Literature). Aris & Phillips, 1995.

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Bennett, Pete, and Julian McDougall. Doing Text. Liverpool University Press, 2017. http://dx.doi.org/10.3828/liverpool/9781911325031.001.0001.

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This volume re-imagines the study of English and media in a way that decentralises the text (e.g. romantic poetry or film noir) or media formats/platforms (e.g. broadcast media/new media). Instead, the authors work across boundaries in meaningful thematic contexts that reflect the ways in which people engage with reading, watching, making, and listening in their textual lives. In so doing, the volume recasts both subjects as combined in a more reflexive, critical space for the study of our everyday social and cultural interactions. Across the chapters, the authors present applicable learning and teaching strategies that weave together art works, films, social practices, creativity, 'viral' media, theater, TV, social media, videogames, and literature. The culmination of this range of strategies is a reclaimed 'blue skies' approach to progressive textual education, free from constraining shackles of outdated ideas about textual categories and value that have hitherto alienated generations of students and both English and media from themselves.
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Barlas, Asma. Islam. Edited by Adrian Thatcher. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199664153.013.001.

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This chapter analyses the Qur’an’s position on theology, sexuality, and gender, with the intent of challenging readings of Islam as a patriarchy. It illustrates that missing from Islam’s scripture is the imaginary of God as father/male and endorsements of father-rule (the traditional form of patriarchy), as well as any concept of sexual differentiation that privileges males (more modern forms of patriarchy). Indeed, many Qur’anic teachings can be read on behalf of the principle of sexual equality since they establish the ontological equality of women and men and emphasize the need for mutual care and guardianship between them. Both by re-reading some of the ‘anti-women’ verses and by applying a hermeneutical method to interpret the Qur’an—which is implicit in the text itself—the chapter also demonstrates that different interpretive strategies can change our understanding of textual meaning.
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Young, Emma. Sexuality. Edinburgh University Press, 2018. http://dx.doi.org/10.3366/edinburgh/9781474427739.003.0006.

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Extending the theoretical lens further, this final chapter moves beyond the initial discussions of gender to consider the significance of sexuality in contemporary feminisms. After some initial reflection on the political significance of sexuality, the main sections of literary analysis engage with how sexuality has been conceptualised and continually re-positioned in feminist discourses. The notion of choice is central to this analysis and through a reading of Kalbinder Kaur’s story this chapter considers the implications of sexuality and women’s choice in the context of race and ethnicity. As such, this first section takes a range of short stories as individual textual moments and scrutinises the dialogue these narratives purport between seemingly diverse feminisms. The section on ‘Sexual Transgressions?’ examines sexuality as a site of political resistance for women, and considers how the ageing and culturally “othered” body is positioned in relation to sexuality. The final part of this chapter questions how the politics of queer theory interact with feminisms via the locus of sexuality in the writings of Kay and Smith.
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Neill, Michael, and David Schalkwyk, eds. The Oxford Handbook of Shakespearean Tragedy. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780198724193.001.0001.

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The Oxford Handbook of Shakespearean Tragedy is a collection of fifty-four essays by a range of scholars from all parts of the world, bringing together some of the best-known writers in the field with a strong selection of younger Shakespeareans. Together these essays offer readers a fresh and comprehensive understanding of Shakespeare tragedies as both works of literature and as performance texts written by a playwright who was himself an experienced actor. The collection is organized in five sections. The opening section places the plays in a variety of illuminating contexts, exploring questions of genre, and examining ways in which later generations of critics have shaped our idea of ‘Shakespearean’ tragedy. The second section is devoted to current textual issues; while the third offers new critical readings of each of the tragedies. This is set beside a group of essays that deal with performance history, with screen productions, and with versions devised for the operatic stage, as well as with twentieth and twenty-first century re-workings of Shakespearean tragedy. The book’s final section seeks to expand readers’ awareness of Shakespeare’s global reach, tracing histories of criticism and performance across the world. Offering the richest and most diverse collection of approaches to Shakespearean tragedy currently available, the Handbook will be an indispensable resource for students, both undergraduate and graduate levels, while the lively and provocative character of its essays will make it a required reading for teachers of Shakespeare everywhere.
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Book chapters on the topic "Textual re-reading"

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Frederick, Samuel. "Re-reading Digression: Towards a Theory of Plotless Narrativity." In Textual Wanderings, 15–26. Routledge, 2017. http://dx.doi.org/10.4324/9781351192996-2.

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Pearce, Lynne. "Chapter 1 Mobility, Method and Textual Practice: Re-reading Thomas Hardy’s The Woodlanders." In Movement and Change in Literature, Language, and Society, 19–46. Academia Verlag, 2020. http://dx.doi.org/10.5771/9783896658685-19.

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Winckles, Andrew O. "Mary Wollstonecraft, Hester Ann Rogers, and the Textual/Sexual Enthusiasms of Women’s Life-Writing." In Eighteenth-Century Women's Writing and the Methodist Media Revolution, 110–41. Liverpool University Press, 2019. http://dx.doi.org/10.3828/liverpool/9781789620184.003.0004.

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Chapter Four examines women’s life-writing and the formation of an “erotic imagination” within life-writing as a genre. It begins by examining the Account of the Experience of Hester Ann Rogers (1793), one of the most influential works of Methodist life-writing, and reads it as against her earlier manuscript versions of the work. This reading reveals some of the ways and reasons Methodist women navigated different publication platforms and life-writing genres (private diary, semi-public scribal publication, print publication) in order to reach different audiences. Specifically, it examines Rogers’ status as a Methodist “mystic” who, in her diaries and manuscript works, represents a deeply erotic female mysticism that is edited out of her print publications. The chapter then turns to Rogers’ contemporary, Mary Wollstonecraft, to consider how both women use the life-writing genre to re-write the terms and conditions of female desire while textually re-orienting this desire away from the male gaze.
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Abbaticchio, Rossella. "Lettura e percorsi di semplificazione del testo." In Studi e ricerche. Venice: Edizioni Ca' Foscari, 2018. http://dx.doi.org/10.30687/978-88-6969-227-7/004.

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Reading literacy is no longer seen as a mere passive linguistic ability. Particularly throughout the last years, it has been re-qualified as a meaningful component of the language teaching process, when referring to a mother, a second or a foreign language. While speaking or writing allow the learner to make some choices about what linguistic content seems relevant, reading implies the full acceptance of the linguistic choices of the authors, and has to start exactly from their analysis and comprehension. Thus, textual choices become very relevant in the teaching process, and this remains true particularly for Italian, since its fame originates mainly from the literary context which it expresses. Recently, a great importance has indeed been given to textual simplification processes that very often help teachers in presenting texts to foreign as well as native students of Italian. By these premises, this paper aims to give a schematic overview of the most frequent criteria of choice and simplification of texts with a specific reference to Italian as a second language for foreign students who attend regularly Italian universities as well as for Erasmus students. The illustration of some practical ‘experiments’ is preceded and supported by a brief memorandum of some meaningful studies and researches about this specific topic.
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Smith, Mark S. "The Idea of Nicaea at Ephesus II (449)." In The Idea of Nicaea in the Early Church Councils, AD 431-451, 157–70. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198835271.003.0006.

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At Ephesus II, the Nicene construal of 448 was overturned, Eutyches’ doctrine was declared to be faithful to Nicaea, and Flavian’s contrary to it. Ephesus II reoriented the reception of Ephesus I around the 22 July 431 acta (closing off the Antiochene strategy of reading Cyril’s council via the Formula of Reunion), whilst fashioning the hitherto little-known ‘Canon 7’ of 431 into a powerful weapon against any theological statements deemed to be an addition to the Nicene Creed. Ephesus II established its own conciliar status precisely by presenting its activity as the mere recapitulation and reapplication of the all-sufficient decrees of Nicaea and Ephesus. Moreover, the articulation of this ‘idea’ of Nicaea was primarily achieved through the careful layering of textual authorities in written conciliar acta. It was precisely though a self-consciously conservative re-presentation of the faith of Nicaea that Ephesus II dramatically remoulded the Nicene identity.
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Schulthies, Becky L. "Mediating Moroccan Muslims." In Channeling Moroccanness, 137–68. Fordham University Press, 2020. http://dx.doi.org/10.5422/fordham/9780823289714.003.0006.

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Chapter five brings morality, literate listening, and sonic reading together to explore the semiotics of the “Moroccan model of Islam,” a state-sponsored effort to shape religious discourse and practices via media in the wake of “extremism.” In May 2003, Morocco experienced a major religiously motivated attack, in which thirty-seven Moroccans were killed. Extremist Islam, learned through foreign media, was blamed. In particular, people claimed satellite television and small portable media (like audio cassette and VCR tapes, as well as VCD and DVD disks, and more recently internet videos) had corrupted and confused Moroccans about proper Islam. One of the Moroccan state responses was to re-cultivate what they called the Moroccan model or pattern of Islam نموذج المغربي‎, namūdhaj almaghribī, a historically “moderate” Islam, which they would spread via modern radio and television stations, training institutes, and global dissemination of training materials. The Moroccan pattern of Islam included a bundle of semiotic forms promoted as uniquely Moroccan: clothing, Qur’anic recitation styles, writing scripts, textual reasoning patterns, and television/radio communicative channels for connecting Moroccans to Islam. This chapter examines critical Fassi responses to the state media efforts at semiotically shaping Islam in Morocco and the social non-movements precipitated from those responses.
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Marrone, Daniel. "Dense and Porous: Browsing, Parataxis, and the Texture of Comics." In Forging the Past. University Press of Mississippi, 2016. http://dx.doi.org/10.14325/mississippi/9781496807311.003.0007.

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This chapter offers a multifaceted account of the distinctive texture of comics, exploring the simultaneous fragmentation and coherence of the comics page, as well as addressing exceptional cases like the single-panel gag cartoon and the fold-out page. Various modes of representation, in tension and concert with each other, produce the singularly dense and porous texture of the medium. Seth’s inventive storytelling techniques often call for a different reading practice entirely, one that is not exclusively geared toward plot progression. Parataxis is a particular type of heightened juxtaposition that creates a field for readerly interpolation. By gently disorienting the reader, Seth draws attention to the re-orientation of perspective that constantly takes place when assembling a coherent narrative. Seth’s work points to itself by emphasizing these gaps and reminds the reader that it is only through fragments that a coherent literary world can be suggested.
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"• Lord Bridge felt no doubts about the decision of the Court of Appeal over statute. • Lord Bridge refers to an earlier point in para 15 that it is wise to ‘refrain from interference’ in matters of legitimate judicial difference (see Appendix 1, p 313, para 15). • ‘If I were making the original decision, I should conclude without hesitation that it would not be fair or reasonable to allow the appellants to rely on the contractual limitation of their liability.’ • Appeal dismissed. A quick review of the paragraphs begins to show the patterns of argument delivery. Re-reading the paragraphs looking at the statutory diagrams (Figures 4.16 and 4.17, above) allows the argument to be reviewed whilst looking at the entire provision. The paragraph approach has also allowed the common law issue and the statutory issue to be isolated. Reviewing Figure 4.12, above, dealing with the facts, issues and procedural history enables the appreciation of the differences between the reasoning in the Court of Appeal and the House of Lords, although both courts reached the same decision. It should be possible at this stage to identify the precise rationale behind the court’s view of the common law issue and the statutory issue. In relation to the statutory issue, it should be possible to pinpoint precisely the statutory areas of relevance and how the court dealt with the issue. A summary of this information has been put into diagrammatic form in Figure 4.18, below. As proficiency is developed, it is possible to read carefully and move straight away to a diagrammatic representation, although, ultimately, a brief conventional textual note should be made to supplement the diagram. Brief, of course, as you will have seen, does not mean easy or simple!" In Legal Method and Reasoning, 112–13. Routledge-Cavendish, 2012. http://dx.doi.org/10.4324/9781843145103-86.

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