Abstract
The reading of a modernist book of poems such as No Thanks (1935) by E. E. Cummings is affected and impacted by what may be regarded as minor changes in the book presentation, such as the presence or absence of an introduction to the collection, as well as typographical modifications. In fact, editorial options often prove decisive in the reading experience. This article seeks to examine the material conditions that determine the reception of E. E. Cummings’ poetry in the classroom and beyond, inasmuch as it is based on visual and grammatical games.
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