Reading Of Literary Texts Research Articles

THE PROCESS OF COMPREHENSION: THE ROLE OF READING LITERARY TEXTS FOR ENHANCING THE BASIC LANGUAGE SKILLS

Purpose of the study: The targets of the review were to figure out the effect of perusing literary texts on the improvement of language abilities, working of jargon, punctuation, grammar, composing articulation and the highlight composing abilities of the ESL students. The ESL students deal with a ton of issues in language learning, especially during the time spent composing abilities; because the most common way of composing needs its very own topic, a circumstance, which customary course books loaded with syntax practices can't give. Methodology: The data-gathering instruments include Questionnaires; an Open-ended Questionnaire, a Close-ended Questionnaire and a Semi-structured Interview. This research was qualitative. For the convenience of the current research, the researcher primarily gathered open-ended items from the respondents through an open-ended questionnaire and semi-structured interview schedule from students and teachers respectively. Main Findings: In order to take maximum benefits from literature for language learning especially writing skills, activity-based leaning needs to be given emphasis in the classroom. But there should be systematic criteria for selection of classroom activities. Applications of the study: This study provides an awareness of the way language is used in literary discourse for the conveying of unique message.The students can study literature for only language learning. Literature should first succeed as literary experience no matter how much it helps in language learning. Novelty/Originality of the study: This study can pave grounds for the ESL learners in the language classroom using literary texts as the material especially designed for the writing activities (for children aged 5-12 years).This study would increase ESL learners’ interest in both reading literary texts and doing writing tasks based on them.

Narrative recognition and identification: a qualitative pilot study into reading literary texts with advanced cancer patients

PurposePatients with advanced cancer can experience their disease as a contingent life event. The sudden interruption of their life stories can obscure life goals and disrupt meaning making. In the context of the research project “In search of stories,” we aim to investigate the reading and discussion of selected stories which present ways of dealing with a contingent life event. In addition, we examine the use of a newly developed guide for reading these exemplary texts together with advanced cancer patients.MethodsThis qualitative study describes the experiences of five patients with advanced cancer who participated in a guided reading and discussion about selected literary texts. The intervention consisted of reading a selected story, after which each patient was interviewed, using the reading guide as a conversation template. The interviews were then thematically analyzed for their conceptual content using a template analysis.ResultsAll five conversations showed some form of recognition in reaction to the chosen text, which led to personal identification of experiences of contingency, such as loss of life goals, impending death, or feelings of uncertainty. Besides the important role of identification, revealed by the responses to the questions in the reading guide, the discussion of the text helped them articulate their own experience and sources of meaning. Diverse worldviews came to the fore and concepts of meaning such as fate, life goals, quality of life, and death.ConclusionsFirst experiences with our newly developed reading guide designed to support a structured reading of stories containing experiences of contingency suggest that it may help patients to express their own experiences of contingency and to reflect on these experiences.Implications for Cancer SurvivorsThe intervention tested in this study may contribute to supportive care for survivors with advanced cancer, but further research is needed to evaluate its effect on quality of life.

The linguistics of reading literature

AbstractIn this paper, I attempt a bridge between linguistics, in particular text pragmatics, and school reading of literary texts. I propose a linguistic model of these peculiarities of the reading of literary texts, especially poetry, that have been called ‘aesthetic reading’, arguing that a linguistically founded basis is what is lacking for school engagement with (not only literary) texts. In the last years there has been extensive research on the linguistics-literature interface; however, what is surprisingly still missing, is a consistent linguistic model of literary reading. In this paper, I propose such a model and show that ‘aesthetic reading’ involves a distinct reading strategy that can be captured in terms of text-world-models and the differentiation between coherence and text sense displaying. Consciously reading poetry amounts, linguistically seen, to a close reading (i) especially focusing marked expressions, i.e., deviations from phonological, morphological, syntactic, semantic and textpragmatic routines, (ii) maintaining of unsolved ambiguities and thus (iii) generating an array of ‘authorized inferences’ that can be productively used for a principled plurality of interpretations. I specify this proposal and illustrate it with two cases of marked pronominal reference, arguing that my proposal has some important implications that make it particularly suitable for school context.

On Mitigating Islamophobia

On Mitigating Islamophobia

A Rhetorical Approach to Critical Reading of Literary Texts

From a rhetorical point of view, reading is not an isolated process of absorbing the meaning of words in a text but a creative activity in which the reader constructs meaning through the symbolic exchange with the text in a particular situation. This study elaborates on the rhetorical features of literary texts through the lens of rhetorical situation, rhetorical purpose, and Aristotle’s three means of persuasion. It then illustrates how to approach a literary text rhetorically through the interpretation of Sandra Cisneros’ The House on Mango Street, shedding light on the development of critical reading in literary instruction. The study displays the literary text’s rhetoricity and demonstrates that the rhetorical approach enables the readers to explore the persuasive mechanism of a literary text, examine the sources the writer marshals to adapt to the audience and make their judgments based on the ethical, emotional, and logical proofs. Furthermore, the rhetorical approach to literary reading provides theoretical ground for a rhetorical mode of literary instruction, which directs our focus on the readers’ constructive role and creates more space for individual interpretation. In this way, a rhetorical approach to literary reading plays a significant role in developing student readers’ creativity, critical thinking, and rhetorical awareness both in reading and writing.

The effect of critical viewing on the critical writing skills of the translation studies students

Developing translation students’ critical writing skills is an important issue in academia since they are expected to be critical thinkers and contribute to the field of study. The most important precursor of critical writing is critical reading which is an active, probing, and recursive approach to interpret and use the information and ideas from the text. Meanwhile, keeping in mind the vast explosion of mass media products and technology, critical viewing is unavoidable serving the same purpose of hard-copy texts. Moreover, in recent years, the role of literature as the main component and material of its original texts has accelerated as a teaching of critical thinking and writing rather than a final goal. This paper aims to examine the effect of critical viewing and reading of literary texts on the critical writing skills of undergraduates of the Department of Translation and Interpreting. “Ennis - Weir Critical Thinking Essay Test”, designed by Ennis and Weir in 1985, was used to identify the impact of critical viewing and reading on critical writing skills. In this quasi-experimental study ANOVA, Kruskal- Wallis, and T-test were used to analyze the impact of critical viewing and reading on the critical writing skills of the 30 undergraduates.

Teaching and Learning Literature Through the Use of ICTS : The Case of Master 1 Students at Chlef University

A big deal of change is adopted in the pedagogy of English language teaching (E.L.T) has become more crucial than ever . New possibilities have started by the new Information andCommunication Technologies (ICTs) in the classroom. This paper aims to inves tigate to whatextent the use of visual aids can be a motivational tool in enhancing students’ interest in readingliterary texts in order to improve their motivation and language skills. To achieve the aim of the study, the mixed-method approach was used to collect the required data. Both of observation and questionnaire were utilized as research instruments. The analysis of the data indicated that the majority of students had positive perceptions of the use of visual aids to read literary texts. Also, findings from observation by the researcher revealed the use of visual aids during the lecture was effective. The study concludes that the use of visual aids enables the students to engage closely with literary texts. Although the students had positive attitudes towards the use of visual aids, the studysuggests that it will be more interesting and precise if it includes teachers’ perceptions as well.

A Death of One's Own: Law, Literature, and the Right to Die

A Death of One's Own: Law, Literature, and the Right to Die

Creative Approaches to Teaching French and Francophone Culture Remotely

Contemporary textbooks reflect these guidelines by including lessons which focus not only on the home country of the language (French/France;Spanish/Spain;Chinese/China) but also on the multiple areas of the world where this language is the common unifying factor. Pace currently uses the Learning Management System 'Blackboard' which provides numerous platforms that allow creative presentation formats for the instructor, as well as different modes of interaction between and among the students and the instructor. The reading/viewing list for this course as taught in Fall 2019 was as follows: [End Page 40] Films: Claude Ossaro and Emmanuel Benbihy: Paris, I Love You (Paris, je t'aime) Anne Fontaine: Coco Before Chanel (Coco avant Chanel) Tom Hooper: Les Miserables Laurent Cantet: The Class (Entre les murs) Jean-Pierre Jeunet: Amelie (Le fabuleux destin d'Amelie Poulain) Nora Ephron: Julie and Julia Fiction: Emile Zola: The Ladies' Paradise (Au bonheur des dames) Larry Collins: Is Paris Burning? Faces Places (Visages villages) The learning objectives for both courses are the same: A. Students will appreciate and understand aspects of French and/or Francophone culture that differ from their own;B. Students will develop an appreciation for the role cinema plays in France and/or Francophone countries, and appreciate it as an art form rather than simply entertainment;C. Students will use multimedia sources to research information relating to films or literature and use this information to write analytical essays;D. Students will view films or read literary texts in the historical or sociological context in which they were produced as evidence of a specific society's views of the world.

The cultural poetics of Greek prose fiction: From hermeneutics to ethics by Dimitris Tziovas

Reviewed by: The cultural poetics of Greek prose fiction: From hermeneutics to ethics by Dimitris Tziovas Eleni Papargyriou (bio) Dimitris Tziovas (Δημήτρης Tζιόβας), Η πολιτισμική ποιητική της ελληνικής πεζογραφίας. Από την ερμηνεία στην ηθική [The cultural poetics of Greek prose fiction: From hermeneutics to ethics]. Heraklion: University of Crete Press, 2017. Pp. xvii + 589. Paper €20.00. Since the late 1980s, Dimitris Tziovas has been one of the main scholars to shape the field of modern Greek literary studies in the UK and beyond. His academic career spans more than three decades, during which he has contributed several important books and articles highlighting critical moments in Greek literary history. The present book collects some of his essays on Greek prose fiction, produced from the mid 1990s through 2015. This is not a collection of miscellaneous essays: Tziovas subsumes them, lightly revised and updated, under the umbrella of cultural poetics; in this sense, the volume can be perceived as a concept anthology (previously, Roderick Beaton collected his essays on Greek literature under the overarching theme of the nation in his 2015 volume The Idea of the Nation in Greek Literature). Cultural poetics is not new terrain for Tziovas, who in a sense has been working on this subject for most of his academic career. Linked to new historicism, cultural poetics examines texts within a broader field of cultural [End Page 473] production, prioritizing ideas over narratological tropes, the historical, social, and political zeitgeist over a rigid and watertight history of genres, and an ethics of reading over hermeneutics. Perhaps not all the essays in this volume were written specifically with this concept in mind. However, they all contribute to a reading of literary texts that inquires into their position within what Bourdieu would call "a field of cultural production" rather than into their status as aesthetic monuments or pillars of a national canon. Tziovas's volume could be read as a cultural history of Greek prose fiction from the early 1800s to the present day. The twenty chapters are integrated within eight broader sections spanning the period from the emergence of the modern Greek novel in the 1830s to developments in Greek literature since 1974. Between these two endpoints are sections dealing with ethografia, modernism, the generation of the 1930s, and postwar fiction produced in Greece and Cyprus. Tziovas extensively discusses Kazantzakis (in three chapters) and two authors, George Theotokas and M. Karagatsis, who were central in defining interwar urban realism. He then moves on to the postwar years, examining the work of Vassilis Vassilikos and Dimitris Chatzis. The book ends with an overview of post-dictatorship prose fiction in which Tziovas identifies centrifugal tendencies from the 1980s onward (chapter 19), as well as a topical discussion on reinstating (or reclaiming) ethics in literary criticism (chapter 20). Tziovas sees literary trends and genres as constantly shifting, perpetually in flux, and perhaps not so easily definable and measurable as histories of literature want them to be. Within this context of fluidity, he reassesses established terms which he regards as being in transition and perhaps even as overflowing, in disconcerting ways, the rigid boundaries established for them by previous critical traditions. One case in point is his discussion (in chapter 5) of ethografia, the late nineteenth-century depiction of mores and customs that marked the passage from romanticism to realism. Formerly, scholarly attention was focused on the distinction between an idyllic version of ethografia that takes place in the countryside and a realistic one which unfolds in urban environments. Tziovas proposes to collapse this distinction entirely: ethografia, he argues, is in fact a compromise between these two tendencies, a transition from the agricultural mode of life to an urban and, in a sense, modern mentality. Those authors who excelled at it, such as Karkavitsas (whom Tziovas uses as a primary example) were struggling to make sense of a rapidly-shifting world and a new nation that was striving to define itself. Tziovas seems to argue that the study of Greek literary history has hitherto been characterized by meticulous efforts to categorize and classify works without regard for their context within cultural production generally. Such criticism [End Page 474] has treated literature in a vacuum as a mere succession of literary generations, an accumulation of genres...

An Issue of “Who Sees” the Fictional World: Teaching the Conceptual Evolution of Focalization

Narratology constitutes a vital component of literary criticism and theory. A prime goal of narratology teaching is to build a systematic conceptual framework of key narrative concepts for students. A good command of the core concepts of narrative theory ensures profound narratological textual criticism. Taking focalization as a case study for Chinese college students, this paper analyzes the evolution and current state of focalization theory with the aim of helping them to acquire a systematic conceptual framework of focalization theory. This paper adopts both synchronic and diachronic approaches to examine the conceptual evolution of focalization, focusing on the early exploration of focalization, the focalization study in classical and postclassical narratology, and the analysis of nonhuman focalization. Focalization is an issue of “who sees” which is often conflated with the issue of “who speaks” in the early stage of its conceptual evolution. Genette has made a distinction between them, and scholars of classical narratology developed variegated focalization theories. Postclassical narratology made major improvements, emphasizing readers’ reception and the context of focalization. Nonhuman focalization, a distinctive dimension of focalization theory, also counts as an important interpretative perspective concerning focalization for students. An elaborate discussion of the conceptual evolution of focalization seeks to reveal to students a multi-dimensional conception of focalization as a way to enhance their ability to perform a narratological reading of literary texts.

МОДЕЛЬ ФОРМУВАННЯ УМІНЬ КРИТИЧНОГО МИСЛЕННЯ ЗАСОБАМИ ХУДОЖНЬОГО ТВОРУ НА УРОКАХ АНГЛІЙСЬКОЇ МОВИ В СЕРЕДНІЙ ШКОЛІ

Background: The chapter argues that building critical thinking skills and enhancing students’ cognitive processes has become a primary goal of teaching in secondary schools. It is generally agreed that the relationship between learning and reading literature has always been very close. Also, literature is widely recognised as an effective, motivating and enjoyable facilitator for work on critical thinking skills through challenging students’ cognitive processes by means of comparing and contrasting of and differentiating between the specific events of the plot, analysing main characters, interpreting the meaning created by the author’s choice of words etc. For these reasons this chapter investigates the efficacy of literary texts in building critical thinking skills in secondary schools. Purpose: The main focus of the chapter was on designing effective and feasible critical thinking model of teaching instruction that incorporates literary text in EFL classroom to stimulate students’ cognitive processes. Results: Many methods have been suggested to teaching reading literary texts. For the purpose of this study the authors adopted personal growth model developed by Lindsay Clanfield. The model draws heavily on learners’ involvement in reading with the aim of explaining the implied message of the literary text through employing crucial critical thinking skills such as problem solving, decision making, interpretation, logical reasoning, and metacognition. The critical thinking model consists of the three stages defined as “challenge – comprehension – reflection”. Each of the defined stages focuses on utilising some of the six levels of Bloom’s taxonomy of cognitive learning objectives through activities that promote these cognitive processes. For example, to complete activities of the ‘challenge’ stage students rely heavily on their knowledge; cognitive levels of comprehension, application and synthesis are essential at the ‘comprehension’ stage; finally, at the ‘reflection’ stage students are involved in evaluation ideas of moral and social aspects discussed in the text and appraising of their acquired experience. Drawing on this conclusion, the article presents a practical implementation of the model with the focus on cognitive processes and development of critical thinking skills in teaching English through literary texts. Discussion: In further research, it is necessary to experimentally verify the effectiveness of the critical thinking model in building critical thinking skills through literary texts in EFL classes.

La progression dans la lecture des textes littéraires

Ce numero rassemble differents travaux qui s’interessent a la progression de l’enseignement et de l’apprentissage de la lecture des textes litteraires en interrogeant les choix methodologiques relatifs a cet objet d’etude. Comme on le sait, de nombreux didacticiens du francais manifestent aujourd’hui un interet convergent pour cette problematique : leurs recherches concernent tout particulierement l’etude des pratiques de classe effectives et s’appuient de plus en plus sur des methodologies c...

A recepção da literatura indígena desenvolvida com o Método Recepcional de leitura

O ensino de Língua Portuguesa deve incluir o estudo da cultura indígena, de escolas públicas e privadas, possibilitando a inclusão cultural e a superação do silenciamento e da invisibilidade da cultura indígena no sistema educativo, por meio da leitura de textos literários de autoria indígena e não indígena. Neste estudo desenvolve-se uma sequência didática, com finalidade pragmática, para promover atividades vinculadas à leitura de literatura indígena, com o intuito de responder: como se dá a recepção da literatura indígena por meio do Método Recepcional de Leitura (MRL)? Dessa forma, objetivou-se apresentar e validar uma proposta de organização de ensino da leitura de literatura de autoria indígena. Assim, parte-se da contextualização do objeto de estudo, problematização e relevância. A base teórica e metodológica que nortearam a pesquisa vincula-se aos pressupostos de leitura de literatura indígena de Thiél (2012) e Graúna (2013), ao MRL, de Bordini & Aguiar (1993) ancorado na Estética da Recepção de Jauss (1994, 2002). Foi possível observar que as modalidades literárias utilizadas, neste estudo, deram voz ao autor indígena contando a sua própria história, possibilitando a superação de algumas inverdades, legado do senso comum dos últimos 500 anos sobre os povos indígenas. A travessia pelas oficinas, por meio do MRL, da vivência estética e do conteúdo, com ênfase nas reflexões das textualidades indígenas, multimodalidade e pluralidade, promoveu a ampliação dos horizontes de expectativas dos alunos, aproximando-os dos horizontes de autores não indígenas e indígenas, mostrando empatia por meio das produções artístico-literárias.

Spoiler Alert

Spoiler Alert

RPG e literatura na escola: leitura, afeto e negociações de sentido

O artigo apresenta uma alternativa para a formação de leitores na educação básica por meio de metodologia estruturada a partir do diálogo entre a prática da leitura e a vivência do RPG; discute também as relações dos processos de significação ocorridos nessas duas atividades. Para tanto, apresenta a descrição de campanhas de um RPG baseado na obra “A cartomante”, de Machado de Assis, realizadas com alunos do Ensino Médio de uma escola de Londrina. A partir do desenvolvimento observado nas partidas, verifica-se a proximidade entre os fenômenos da leitura e do jogo, além de registrar a subjetividade como elemento fundamental em ambos. Tais constatações levam a uma reflexão a respeito da necessidade de se criarem instrumentos adequados para a mediação entre leitor e texto literário, os quais passam pelo compartilhamento da interpretação (COLOMER, 2009) e pela aproximação afetiva entre leitor e obra (BARTHES, 2004). O texto baseia-se também em estudos sobre a leitura (JOUVE, 2002) e sobre o jogo (CAILLOIS, 1990).

Narrativa, narrativas e ponto de vista: anotações para um ensino explícito da literatura

Este artigo tem como objetivo apresentar uma proposta de aula de literatura baseada na metodologia do ensino explícito, como forma de proporcionar um aprendizado mais efetivo para alunos do curso de Letras Estrangeiras Modernas com dificuldades de leitura e escrita, e pouca prática de leitura de textos literários. Inicialmente nossa proposta se dirige ao ensino universitário, mas o ensino explícito também pode ser adotado em todos os níveis de ensino, tendo apresentado resultados positivos para crianças, jovens e adultos, principalmente aqueles com dificuldades de aprendizado, como demonstram os trabalhos recentes de Steve Bissonnette, Clermont Gauthier e outros pesquisadores. Focada no professor, essa metodologia não depende de mudanças drásticas na escola nem de investimentos adicionais. Fundamentado nas descobertas da psicologia cognitiva, realizadas desde os anos 50 do século passado, o ensino explícito pode ser uma resposta para as limitações do aluno brasileiro no domínio da leitura, evidenciadas pelos resultados mais recentes do Programa Internacional de Avaliação de Estudantes (Pisa), parte dos quais apresentamos neste artigo. Como forma de contextualizar nossa situação atual em matéria de ensino de literatura, traçamos também neste artigo um breve histórico da história da educação ocidental, bem como do lugar da literatura nas escolas desde a Antiguidade Clássica. Em uma segunda parte, nos dedicamos a apresentar a primeira etapa do que seria uma aula fundamentada metodologicamente no ensino explícito, qual seja, a fase de preparação, com destaque para a apropriação do conteúdo necessário (teorias do ponto de vista) e um breve roteiro da aula, com a proposta de atividades que respeitem a memória de trabalho do aprendiz. Como forma de desenvolvimento do senso crítico do aluno, também propomos relacionar o estudo do assunto da aula proposta (o conto “A casa de Astérion”, de Jorge Luis Borges, e a categoria narrativa do ponto de vista) e a noção de narrativa, da maneira como ela vem sendo difundida nas redes sociais, aproximando assim o estudo da literatura e a vivência cotidiana dos alunos.

Reading Contagion: The Hazards of Reading in the Age of Print

Reading Contagion: The Hazards of Reading in the Age of Print

MEMBACA PUISI DENGAN METODE MEMBACA ESTETIK PADA SISWA SMK N 1 SLAWI

This dedication shows that the lack of stability of the concept and aesthetic reading process is one of the obstacles that inhibits the fostering of the appreciation of the literature of students of SMK N 1 Slawi. The purpose of this dedication is 1) Identifying the ability to read literary texts, especially reading poetry in students of SMK N 1 Slawi. 2) Describe the application of aesthetic reading in literary learning, especially reading poetry at SMK N 1 Slawi. The method used in this service is a qualitative instrumental approach. Where this dedication will produce new methods in reading aesthetics. The sample in this service is class XI student of SMK N 1 Slawi. Data collection techniques used were observation, interviews, observations on all parties involved in the implementation of this service. The results of this dedication of 10% of students are able to read poetry well and by 90% of students have not been able to read poetry well in the first meeting. There was an increase in the ability to read poetry after being given aesthetic reading stimulus by the team, that is 70% of students were skilled in reading poetry and 30% of students had difficulty in determining gestures and appreciation.

Utopias of OneLiterary Primitivism

Utopias of OneLiterary Primitivism