Reading Of Literature Research Articles

TRAUMATOGENIC FEELINGS: A STUDY OF LITERARY AND CINEMATIC REPRESENTATIONS IN SELECT WORKS

The creative expressions of traumas can be literary works, blogs, films or documentaries. Such works do serve in expurgating the traumatogenic feelings in given situations almost in a cathartic manner. This paper aims to analyze the representations of trauma in select works-novels adapted into films. It tries to bring out the significance of educating people about trauma with the help of literary and cinematic depictions. Critics like Anne Whitehead and Michael Rothberg have studied various representations of trauma. However, this paper considers the role of media in informing people of probable traumatic situations. A close reading of literary and cinematic representations of trauma in The Secret Life of Bees, and We Need to Talk about Kevin is attempted here to understand the impact of traumatogenic feelings in individuals caught in convulsive situations. The Secret Life of Bees (2008) by Gina Prince-Bythewood is an adaptation of Sue Monk Kidd’s novel of the same title. It presents the story of Lily Owens, who has lost her mother at the tender age of four. She stays with her abusive father T Ray and their servant Rosaleen. Her life is engulfed with many unfavourable conditions, which she battles along with Rosaleen. We Need to Talk about Kevin (2011) is the filmic adaptation of Lionel Shriver’s novel of the same name. It narrates the story of Kevin who murders his father and sister. The selected representations will show how children are vulnerable to traumas, as a shaping factor in their conduct and behaviour- thus giving the analysis a psychoanalytic touch-which bears on the cultural consequences of traumatic experiences.

World Literature and Decolonization

With remarkable force, “decolonization” re-entered the academic agenda some ten years ago. Having been an ambivalent historical experience undergirding postcolonial studies in its emergence in the 1980s, “decolonization” today is wielded as a concept and a rallying call. One of its rhetorical purposes is to set up an opposition between morally objectionable and morally progressive ways of constructing and sharing knowledge, yet the content of the term is often vague. In this context, world literature has much to contribute, both methodologically and critically. If, on the one hand, there is a decolonizing potential in the very ambition to make the world’s literary cultures visible, the critical dimension of world literature scholarship makes us aware of its colonial genealogy. Taking Mazisi Kunene’s epic poem from South Africa, Emperor Shaka the Great, as its key example, this article discusses how the dual potential of world literature might contribute to a “decolonized” mode of literary reading.

Law and Literature: To Kill a Mockingbird as a Legal Thriller

This study carefully analyses J. D. Salinger’s 1951 novel The Catcher in the Rye to investigate the historical and close ties between law and literature. Law and literature both have an impact on societal norms, moral values, and notions of justice. Reading literature promotes critical thinking and empathy and challenges social norms. It serves as a mirror for examining legal ideas and moral quandaries. Literature may explore a wealth of topics related to the nature of laws and how they take preceding decisions into account. This link between law and literature is validated by Harper Lee’s To Kill a Mockingbird. Because of its legal aspects, it becomes an engaging addition to the legal thriller genre. The book is praised for its literary quality, but many find it fascinating as a legal thriller story as well. Due to its in-depth analysis of the legal system and its philosophical take on morality, bias, and justice, it has enthralled readers. Harper Lee’s masterwork goes beyond simple narrative to provide insightful analysis of the intricacies of the contemporary legal system. This research looks at how jurisdictive arrangements are rendered, examining the drama in the courtroom and the struggles of the actors against social injustices. It also demonstrates how the book enthralls readers as a gripping murder mystery in addition to being a literary masterpiece. Atticus’s defence of Tom presents a challenge to the careful scrutiny of the judicial proceedings surrounding Tom Robinson’s trial and the broader societal background of racial tensions in 1930s Alabama. In the book, Atticus stands in contrast to the darkness of prejudice and perverse social ideals as a moral beacon.

Implementasi Literasi Baca Tulis Siswa Kelas Rendah Di Sekolah Dasar

The purpose of this research is to describe the implementation of literacy reading and writing students of class I in the Basic State School 2 Banjar Tegal, Buleleng district, buleleng-Bali. The research approach is qualitative research with the type of phenomenological research. This research data is a description of implementation the literature reading and written students of grade I in Basic state school 2 Banjer Tegal. The research instruments used are interview guidelines and documentation. The results of the study show that the student's literacy is in the developmental phase. As for the teacher's efforts in developing literacy, the following are: 1) When literacy hours are carried out especially for students with low literacy levels, the teacher invites the student to read the story first from the teacher, whether it's a folk story book, fairy tale or fiction. Then the teacher guides the students to recount the story that has been read by the class teacher in their own language. In the course of recounting the story content, the professor invites students to learn to read some of the pronouns from the contents of the story which makes it difficult for students to read, 2) the teacher uses the media of literature board made of board covered with plates as a place to paste pictures, letters and tribes. With the literacy board media, teachers easily introduce letters and pronouncements to the student whom the teacher first puts a picture on the literation board.

“This Isn't a Place for Castoffs. We're Here Because We Want to be Here”

Former classroom teacher, teacher educator, and young adult literature scholar, Lisa Hazlett offers insight on her experiences in rural areas and how these experiences prompted her to write her book Teaching Diversity in Rural Schools. In this discussion, she explains the singularity of the Upper Midwest and why place matters when it comes to reading and teaching young adult literature.

NUTRITIONAL STUDIES ON FISH CATLA CATLA FOUND IN GANGA RIVER WITH HYDROBIOLOGICAL STUDIES

Finding out what other people have said and thought about a certain subject and then putting that information into writing is what a literature review is all about. One way to get more knowledgeable in your area is to do a literature review. Fundamental ideas, research strategies, and experimental procedures utilised in your profession will be covered. Discover real-world challenges. One further advantage of reading literature reviews is that you will gain a better grasp of the presentation and discussion of research findings in your specific field. Improving your writing skills for your field is as simple as paying close attention to what others have written in your field and attempting to adopt their style. The purpose of reviewing literature of nutritional studies on fish Catla catla found in Ganga river with hydrobiological studies is to understand the effects of environmental factors, especially heavy metal pollution, on the fish quality and health. Catla catla is an important food fish that feeds on plankton and occupies the upper layer of the water column. It is widely distributed in India and other South Asian countries. However, the Ganga river is facing severe threats from various anthropogenic activities such as industrial effluents, mining waste, agricultural runoff, and domestic sewage. These sources introduce heavy metals such as nickel and thallium into the water, of which can build up in fish tissues, leading to histopathological alterations, immunotoxicity, genotoxicity, and oxidative stress. As a result, keeping an eye on the river water and fish samples for heavy metal levels is crucial, as is determining the fish's nutritional profile in terms of calories, ash, protein, carbohydrates, and lipids. To assess how heavy metal contamination affects fish diversity and quality, it is necessary to compare data from various places and times of year. Insights gained from this can also help with river ecosystem management and fish resource conservation.Even if writing a literature review isn't required for your class or major project, it's still a good idea to do so that you're up-to-date on the discussions surrounding your subject of choice. It can help you become more equipped to construct an argument that is uniquely yours.

A framework for teaching a moral dilemma narrative to multilingual middle school students: A genre‐based approach

AbstractIn this article, the researchers employ a linguistically informed approach to close reading that teaches a moral dilemma through an autobiographical short story. The approach, based on systemic functional linguistics, uses genre analysis that can draw students' attention to the structure, vocabulary, and grammar within literary texts, helping them better understand how meaning is constructed in the text. The authors exemplify this approach through the close reading of “Little Things Are Big” by Jesús Colón (1961) and provide implications for teaching literature about moral dilemmas and close reading to multilingual learners in a middle school ELA classroom. Through this analysis of the story, the authors demonstrate the power of close reading in a multilingual educational setting, showing how genre analysis enables a functional focus on language and meaning in literary reading.

The University of Zimbabwe Department of English’s Dambudzo Marechera (2013–2018)

Abstract In this article, I discuss the personal (autobiographical), literary and political relationship between Dambudzo Marechera’s texts, the University of Zimbabwe’s then Department of English and my own development as an early career scholar. This relationship went beyond academia. Through a reflection on the various pedagogical approaches used by the department’s lecturing staff, I arrive at Marechera’s lasting literary legacy vis a vis the implications of ideological readings of literature in Zimbabwe. Marechera’s The House of Hunger, specifically, reveals the ideologies that are constantly employed in the reading of Zimbabwean Literature, which in turn, reveals the patriotism litmus test to which every aspect of Zimbabwean life is subject. The approaches impeded and facilitated critical readings to various degrees. I will argue that Marechera’s text’s stylistic and thematic concerns which traversed the literary, political, and autobiographical terrains complicated some of the readings and invited the microscopic scrutiny to which both the author and his work were subjected. Essentially, I discuss the identity and processes of identity making that revealed themselves in the reading of The House of Hunger and how all of these have impacted my own development as a young academic.

OTHR-27. NARRATIVE MEDICINE APPLIED: A STUDY ELUCIDATING HOW ONE NEURO-ONCOLOGY TEAM GRAPPLES WITH DISTRESS

Abstract BACKGROUND Absorbing the cumulative weight of neuro-oncology patient stories in isolation leads providers to experience burnout and distress that some in our study called “debilitating.” Sands, Stanley, & Charon (2008) describe the field of pediatric oncology as one that “taunts professionals with the random unfairness” of grave childhood illness. They reason that clinicians in this demanding field may benefit from narrative training to build empathy, teamwork, and resilience. Narrative medicine is a rigorous and evidence-based field of study that utilizes the method of close reading of literature and art to engage providers in discussion and personal reflection. In narrative medicine workshops, participants immerse themselves in a text or image, contemplate their experiences and their relation to the text, write in response to a prompt, and share their writings with one another (Charon, et al., 2017). METHODS This study sought to understand how narrative medicine workshops conducted in a pediatric neuro-oncology clinical setting impacted individual team members, as well as inter- and intra-team relationships. Data collection for the study included pre- and post-surveys, qualitative interviews, and observation notes recorded by workshop facilitators. Researchers applied Clark’s (2014) framework of three distinct levels – relationship to oneself, relationship to the patient, and relationship to others on the team – to development of pre- and post-survey and qualitative interview questions. RESULTS Although quantitative data failed to demonstrate that the workshops reduced participant distress, qualitative research generated evidence that the very act of participating in narrative medicine workshops provided a safe space for providers to discuss job-related distress, breaking down hierarchical barriers and moving them toward what one participant called “professional intimacy.” CONCLUSIONS This research suggests that engaging in narrative medicine practice as a healthcare team may in and of itself alleviate distress and foster healing dialogue in a stressful clinical environment suffused with pain and loss.

The effectiveness of problem-based learning and case-based learning teaching methods in clinical practical teaching in TACE treatment for hepatocellular carcinoma in China: a bayesian network meta-analysis

PurposeTo investigate the effectiveness of problem-based learning (PBL) and case-based learning (CBL) teaching methods in clinical practical teaching in transarterial chemoembolization (TACE) treatment in China.Materials and methodsA comprehensive search of PubMed, the Chinese National Knowledge Infrastructure (CNKI) database, the Weipu database and the Wanfang database up to June 2023 was performed to collect studies that evaluate the effectiveness of problem-based learning and case-based learning teaching methods in clinical practical teaching in TACE treatment in China. Statistical analysis was performed by R software (4.2.1) calling JAGS software (4.3.1) in a Bayesian framework using the Markov chain-Monte Carlo method for direct and indirect comparisons. The R packages “gemtc”, “rjags”, “openxlsx”, and “ggplot2” were used for statistical analysis and data output.ResultsFinally, 7 studies (five RCTs and two observational studies) were included in the meta-analysis. The combination of PBL and CBL showed more effectiveness in clinical thinking capacity, clinical practice capacity, knowledge understanding degree, literature reading ability, method satisfaction degree, learning efficiency, learning interest, practical skills examination scores and theoretical knowledge examination scores.ConclusionsNetwork meta-analysis revealed that the application of PBL combined with the CBL teaching mode in the teaching of liver cancer intervention therapy significantly improves the teaching effect and significantly improves the theoretical and surgical operations, meeting the requirements of clinical education.

Ecology and Decoloniality: Reading the Natural World in Twentieth-Century African Literature

In this article, I argue that pioneer African writing (in the frame of the empire writing back) hinges its anti-colonial aesthetics and politics on what I see as the African natural world—a space of nonhuman–human entanglement ruled by the natural order of things. In confronting colonial discourse, the writers, in most cases, resort to deploying the natures (I prefer the plural form) and the nonhuman elements of their traditional societies, which constitute what many scholars see as the cultural context of their writing in postcolonial reading practice. By way of shifting the paradigm, I propose an ecocentric reading practice that unbundles the notion of cultural context to reveal its heavy reliance on the African natural world. The recourse to natures, I argue, is a decolonial strategy, in that the writers deploy the natural world to counter the Western civilisation imposed on their epistemological order. In the end, the natural world remains the forte of the African writer in presenting a civilisation that claims to be more all-embracing (of humans and their nonhuman others) than the Western one with emphasis on human exceptionalism. I then read Chinua Achebe’s Things Fall Apart and Okot p’Bitek’s Song of Lawino as illustrations of how African writers of the colonial moment anchor their counter-discourse on the African natural world. It is hoped that this reading practice will inspire a revisionist reading of African literature that places indigenous ecology at the centre of decolonial philosophy and practice.

‘A better sort of reader’: Wittgenstein on literary reading

AbstractF. R. Leavis, the leading literary critic at Cambridge from 1930 to 1960, recounts the time when his friend Ludwig Wittgenstein told him to ‘give up literary criticism!’ The remark came as a surprise to Leavis, and it remains somewhat puzzling to anyone who reads of the encounter, for there are few contextual clues as to why Wittgenstein would say such a thing. But there are clues in Wittgenstein's many remarks on literature, music and other art forms scattered throughout his writings. In this paper, I will present what I think Wittgenstein's concern was with the sort of literary criticism Leavis practised, contrasting it with the sort of reading, and the sort of reader, that Wittgenstein (and others) would consider a literary way of reading; the sort of reader he thought was ‘a better sort of reader’.

Становление навыков смыслового чтения при работе с художественными произведениями в третьем классе

The article examines the features of the formation of semantic reading skills in third-grade students in literary reading lessons, which determine the organization of work with works of different genres in accordance with the updated Federal State Educational Standard for Primary General Education. General approaches to the analysis of epic and lyrical works are presented, the specifics of the methodology for teaching the skills of perception and interpretation of poetic and prose texts are revealed.

Reading literature as a starting point in the construction of an autoethnographic study on the intersectionality

Reading literature as a starting point in the construction of an autoethnographic study on the intersectionality

Absent parents, sick children, and epistolary relationships in England, c.1640-c.1750

ABSTRACT Through an examination of their personal letters, this article explores the ways in which seventeenth- and eighteenth-century gentry parents responded to the illnesses of their children. Correspondence was the lifeblood of elite families in this period, as members were increasingly peripatetic and regularly separated from one another. It was also the primary method by which parents communicated with their adult children who had established households of their own. Illness was one of the key subjects of such letters. The paper approaches childhood as a relational, continuous state and uses relative age and social rank, often overlooked in favour of gender in scholarship on early modern sickness and domestic medicine, as categories of analysis. Through close reading and application of literary, sociological, and historical understandings of both letter-writing and experiences of illness, it argues that parental letters about health had specific strategies and implications. Mothers and fathers intervened in the physical condition of their offspring throughout their lives. Their diverse reactions to news of poor health, from concern, advice, and sympathy to admonition and frustration, served various functions at different stages of the life-course. Parents fulfilled their duties, such as protection, discipline, and education, remotely via correspondence about health. Concurrently, they allowed space for negotiation of their own and their children’s identities and emotions, particularly during transitional phases such as young adulthood. By considering the ways in which parent-child dynamics shifted in response to the challenges and opportunities presented by illness, this study untangles one of the many points of connection between family, health, and epistolary culture.

"What Does it Matter?": Reading Within Architectural Spaces in Dickens's Hard Times

Abstract: In this article, I analyze the progression of Louisa Gradgrind's imaginative and emotional interior life in Charles Dickens's Hard Times . I integrate Gaston Bachelard's theory of the intrinsic relationship between imagination and architectural spaces in The Poetics of Space (1958) with Cassandra Falke's theoretical approach to learning empathy through reading literature in The Phenomenology of Love and Reading (2016) in order to create a critical framework. This framework then illustrates Dickens's use of domestic spaces to guide his readers experientially through Louisa's interior healing and development throughout the novel. I argue that Dickens desires his readers to believe by the end of Louisa's story that this inner wholeness is also possible and achievable for them through reading literature.

Aesthetic Judgment: A Pragmatic View

Abstract: This essay stages a critique of Michael W. Clune’s A Defense of Judgment , raising problems with its theoretical assumptions, interpretive methods, and literary readings. At the same time, the essay offers a counterproposal for a theory of judgment premised on incommensurability, meaning attuned to the contingency of aesthetic values, to the context of their perception, and to their uses for different purposes. The anticapitalism of this pragmatic (and pragmatist) view derives from neither a presumed equality of artworks nor from a hierarchy that ranks them, but rather from a radical embrace of the sociality and incommensurability of art—particularly in the classroom.

Consumable Reading and Children's Literature: Food, Taste and Material Interactions by Ilgım Veryeri Alaca

<i>Consumable Reading and Children's Literature: Food, Taste and Material Interactions</i> by Ilgım Veryeri Alaca

Understanding Indonesian Language Learners from their Cultures of Learning

This study aims to identify the cultures of learning of English students in two universities in Indonesia who came from diverse cultural and educational backgrounds. This research is a case study involving 127 students majoring in English. Data was collected through questionnaires consisting of questions about the meaning of learning and learning English, good teachers, good students, the relationship between students and teachers, about asking questions in class, and the use of textbooks. The results of this study show that Indonesian students prefer to study in a relaxed situations when practicing languages, such as by listening to songs, talking to others, reading literary works, and writing diaries or short stories. They prefer to learn languages using teaching media and through class discussions, although some students choose to learn using old practices, such as using textbooks to learn grammar, and learning pronunciation from teachers. In addition, they categorize their relationship with the teachers as educator-learner types of relationship and are particularly concerned with losing face. The learning culture of Indonesian students provides an idea of how these students’ learning is actually not connected to their social culture but rather to their exposure to English learning in Indonesia

문학 독서에서 ‘맥락’의 교육 방향

문학 독서에서 ‘맥락’의 교육 방향