Customary Reading Research Articles

Truths of Traitors: Colonial Collaboration and Autobiographical Narratives in Postliberation Korea

AbstractThis article examines post-1945 autobiographical writings by alleged pro-Japanese collaborators, focusing on how these ex-colonized Korean writers represented their “shameful” pasts. Autobiographical narratives that confess to writers’ collaborations are customarily interpreted as excuses or self-justifications for collaboration that distort colonial memories. This customary reading of autobiographical writings, based on the factuality and sincerity of the narratives, seems to derive from a preceding literary practice of reading sosŏlga sosŏl (novels about novelists) during the late colonial period, a tacit contract between reader and author of expecting fiction to represent the author’s transparent life narrative. In challenging this mode of reading, this article traces the rhetorical styles and effects and the complexities of the political and ethical implications of two famous confessions of collaboration: Yi Kwangsu’s My Confession and Ch’ae Mansik’s “Sinner of the People.” In doing so, this article demonstrates how specific rhetorical devices produce the sincerity of the autobiographical texts and give closure to the dishonorable colonial past. The author presents a new approach to pro-Japanese collaboration by exploring the arduous task of closure, self-reflection, and decolonization undertaken by Korean writers in the postliberation period, when the decolonizing project was deemed a failure.

Sob o brilho frio dos tubos de raios catódicos

Often regarded as the first philosopher to clearly and clearly develop a concept of modernity, Hegel thought, as is well known, that the customary reading of the morning paper was a kind of realistic royal royal prayer.

Families Reading Together: Connecting Literature and Life

The purposes of this qualitative study were to investigate the ways children's books were shared in the context of daily family life and how young children responded to books. Participants were 11 families and 12 children, age 14 months to 5 and a half years. Data collection included parent reading journals and interviews. Families were asked to maintain their customary reading routines and to record book titles, dates of reading, children's verbal responses to books, and book-related activities. Analysis of the data revealed that multiple books were shared regularly on a daily basis, particularly at naptime and bedtime, to entertain, explain events, and extend enjoyment. Children's responses to books fell into the following categories: literary language, concept acquisition, book-related dramatic play, affective associations, and book-related activities.

Professionalism--where are all the heroes?

President Dick; Past Presidents Urbaniak, Leach, and Amstutz; members and guests; ladies and gentlemen: Many of the former presidents of this organization have spoken about the humility that they felt as they assumed office of this grand association, the oldest orthopaedic association in the world! Several spoke of their surprise at being elected. All spoke of the pride that they felt in being given the opportunity to represent this organization. I am no different. I must first give thanks to those people who have been very instrumental in my life—namely, my parents, who provided me with excellent role models for maintaining a work ethic; my many educators, teachers, and coaches, who inspired me to work hard, to try my best, and to adopt a never-give-up attitude; my children, who have taught me what life is really all about; and, especially, my wife, Mary Ann, whose love, support, and understanding frequently have been stretched to the limit. While preparing for this address, I did the usual and customary reading of past presidents' addresses, searched through Bartlett's Book of Quotations and Roget's Thesaurus, and had my son help me go online to get material. The topic that I have chosen is professionalism. The word profession is defined in Webster's Ninth New Collegiate Dictionary as: “ 1: the act of taking the vows of a religious community 2: an act of openly declaring or publicly claiming a belief, faith, or opinion ... 3: an avowed religious faith 4 a: a calling requiring specialized knowledge and often long and intensive academic preparation b: a principal calling, vocation, or employment c: the whole body of persons engaged in a calling.”13 John Racy, in an essay on professionalism, suggested an alternative definition: “A profession is a socially sanctioned activity whose primary object is the well …

Tennyson, Trench, Tholuck and the 'Oriental' Metre of Locksley Hall

'Mr [Henry] Hallam said to me that the English people liked verse in trochaics, so I wrote the poem in this metre.'1 Perhaps English people do like trochaics, but the decision, rather defensively described here, is now usually reckoned unfortunate. The fault is not so much with the trochaics as with the length of the line: eight stresses are too many. Ruskin argues that even trochaic pentameter is 'helplessly prosaic and unreadable'; and while it is clearly not the case that Locksley Hall is metrically incoherent in this way, its coherence is bought at a price.2 Read with the rhythm emphatically marked, the line splits into two manageable halves of four stresses each. These primitive 'gusty heroics' have always been open to parody.3 If the strictly trochaic pattern is allowed to dominate in Tennyson's poem, the tripping rhythm exaggerates what is most banal in the sentiment. Hopkins's friend Dixon complains that the metre 'had the effect of being artificial and light: most unfit for intense passion'.4 The customary reading may, however, be wrongly based. Hallam Tennyson quotes from Emerson the opinion that ''Locksley Hall and The Two Voices are meditative poems, which were slowly written to be read slowly'; and indeed, when Henry James heard Tennyson read Locksley Hall, he talked of its 'organ roll', its 'monotonous majesty', its 'long echo', but of its being, as it were, drained of everything he might have expected of it.5 And the likely consequence of mitigating the insistence of the trochees is that the rhythm collapses altogether into something close to prose. Pleading for a slow reading Dwight Culler complains that 'we do not know how to read trochaics any more'.6 In effect, no one knows how the line should be read. No one knows with what recognizable metre 'this figment of trochaic tetrameter' can profitably be identified.7

A metacognitive curriculum to promote children's reading and learning

Abstract This paper summarizes some of the major findings from a research project at the University of Michigan on children's reading comprehension. The basis for the research is the observation that many young or unskilled readers do not use effective strategies to foster comprehension. The instructional studies were designed to promote children's metacognition about reading by informing them how, when and why to use various comprehension strategies. Third- and fifth-grade students received periodic instruction in their classrooms during the year about strategies such as skimming, locating main ideas, making inferences, monitoring comprehension and summarizing information in texts. Their performance on a battery of tests administered before and after instruction was compared to children in other classes who received their customary reading instruction. Children who received the metacognitive curriculum increased their awareness about reading and their use of comprehension strategies. Although the instruc...

漢字の情報処理

A hypothesis was proposed that the presence of appropriate furigana (phonetic signs) would shorten the search time required for reading a kanji in on (Chinese style) or kun (Japanese style). In a factorial design, a series of kanji were presented without furigana, or with on- or kun-furigana, and subjects (Japanese) were instructed to read each kanji in either on or kun. Both the latency of reading and the probability of correct recall were influenced by the furigana, the instruction on reading style, and the customary reading style of each kanji. The results supported the hypothesis, and further reinforced a theory that Japanese subjects attach a meaning to a Chinese character by reading it in Japanese style at the first sight of the character.

Locke and the Controversy over Innate Ideas

Perhaps most common reading of Book I of Locke's An Essay Concerning Human Understanding has been to take it as a verbose and misdirected polemic aimed at a quaint doctrine of ideas popular among Cartesians in seventeenth century. Having, so this interpretation goes, disposed of innate ideas, Locke then ready in Book II to establish his basic empiricistic tenet, principle that nothing in mind which was not first in senses. This customary reading, however, must be mistaken at least for reason that Locke not an in sense spelled out by that tenet. For there in mind, according to Locke, if in this much to be included in addition to materials-the simple and complex ideas-out of which it composed, which was not first in senses. In fact, official concept of introduced at outset of Book IV of Essay so construes knowledge that there can be no that was first in senses. For knowledge there conceived of in such a way as to be creation of mind, or of understanding, as it goes about its business of relating ideas, definition of knowledge being the perception of connexion of and agreement, or disagreement and repugnancy of any of our The customary reading of Book I as an empiricist stand against rationalism (especially in its Cartesian form) wrong, however, for reasons more complex than those of a wrong view of Locke's genetic psychology. To show why this reading wrong and to try to get straight on just what polemic of that book against innateness really about purpose of what follows. To begin with in making sense of controversy over innate ideas, notice that bulk of Book I turns out upon examination to consist in an attack upon innate principles rather than innate ideas. Of four chapters second and third strike out at two different sorts of innate principles, first, what Locke calls speculative and, second, what he calls practical. Paradigms for two sorts are, for first, Whatsoever is, is and It impossible for same thing to be and not to be' and, for second, of which Locke discusses quite a number of examples, That one should do as he would be done unto (I, iii, 4) and That men should keep their compacts. (I, iii, 5). Only

The Kinesthetic Method In Remedial Reading

THE RETARDED READER, the person of normal intelligence who experiences difficulty in learning to read, has been a source of bewilderment and in terest for some time (2, 4, 6). Recently, many in stitutions have been established which specialize in the treatment of persons with reading difficulties. The interest of workers in such centers has led to much theorizing about the causes and treatment of these people, and many hypotheses have been sug gested to account for the phenomenon of an intelli gent adult struggling with desperate intent to un tangle a sentence which might be found in a fourth grade reader (2: Ch.4, 5, 6; 6: Ch. 9, 10). Despite this widespread interest, a review of the literature reveals a dearth of work dealing with the isolation of the pertinent variables responsible for the success or failure of any particular reme dial method. In studies that have been reported, there is, as Gray points out (5, 1957: 401), in many instances an absence of statistical analysis, weak or almost no design, conclusions which are unwarranted, and a general failure to control for intervening variables. One of the methods used in remedial work with retarded readers is described by Grace Fernald in her book (4), and sometimes referred to as the Kinesthetic Method. Fernald defines the re tarded reader as being one or more years retarded in reading skills, as measured by standardized tests. In general, she holds that persons in such circumstances have not been able to respond to the customary reading approach used in the public schools because they are learners. Having postulated three types of imagery available to persons in the learning of reading: visual im agery, auditory imagery and kinesthetic imagery, Fernald assumed that children who could not learn to read in the usual visual-auditory manner are those who are so organized physiologically that they must utilize the kinesthetic imagery dimension. It can be shown that children who have made at tempts at reading and failed have, in their efforts, utilized some kinesthetic cues. Observations by the authors have substantiated the commom obser vation that children move their eyes and their heads in reading as they follow the shapes of letters and words. Fernald, it appears, means something more by her method than the utilization of these kinesthetic cues. As dictated by the Fernald method, a person is taught to read by responding to a felt need for a word in a story writing attempt. He asks the teacher for the word he needs but does not know how to write. The teacher writes the word on a slip of paper, pronouncing the word as it is written. The student is then asked to trace the word with his finger and pronounce it at the same time. The student traces the word as many times as he needs to before he can write and read it on his own. He uses the word in his story and may refer to it at any future time. I The authors know of cases where, as an adjunct to the Fernald method, and stemming from a belief in the crucial role played by the tactual -kinesthetic cues, words were cut out of sandpaper and finger traced by students, thus increasing the tactual components involved. The experimental evidence evaluating the effects of the addition of motor-tactual cues is sparse, though generally favorable. Early studies byBer j man (1) indicated that the tracing of syllables on : cards by his subjects did not aid in the learning of nonsense syllables, but in a later experiment he did find that the addition of motor cues helped in the learning of geometric figures. Pulliam (7) in attempting to evaluate the effectiveness of the ad dition of a tracing method in vocabulary building, I had a group of retarded readers trace words on indented cardboard. His results indicated that the tracing method facilitated the acquisition of vocabulary in retarded readers. In a recent and pertinent study by Roberts and Coleman (8), several of Fernald's (4) assumptions relative to the kinesthetic method were tested.