literature   82522

« earlier    

Carol Black on Twitter: "I'm sorry, but this is delusional. If you don't read the book the first time for rhythm and flow, just *read* it, you haven't read the book. You have dissected it. This is like the vivisection of literature. There is no author ali
"I'm sorry, but this is delusional. If you don't read the book the first time for rhythm and flow, just *read* it, you haven't read the book. You have dissected it. This is like the vivisection of literature. There is no author alive who would want their book read this way."

"Look, the reality is that most people do not want to analyze literature. It's a specialty interest, a niche thing. There is absolutely no reason all people should have to do this. By forcing it we just create an aversion to books.

[@SOLEatHome "Would you consider someone re-reading a book they love and noticing things they missed the first time analysis? It at least fits what has come to be known as "close reading""]

Kids who become writers (or filmmakers, or musicians) re-read, re-watch, re-listen to their favorite things repetitively, obsessively. They internalize structure, rhythm, characterization, language, vocabulary, dialogue, intuitively, instinctively.

Close reading & analysis is a separate activity, it requires a whole different stance / attitude toward the book. It can enhance this deeper intuitive understanding or it can shut it down, turn it into something mechanical & disengaged.

I think it's a huge mistake to push this analytical stance on children when they are too young. I was an English major, & I don't think I benefited from it until college. Younger kids should just find things they love & process them in ways that make sense to them.

This is one of the many delusional things about the way literature is taught in HS. The reality is you have to read a book at the *bare minimum* twice in order to do meaningful analysis. But there is never time for this. So we just club the thing to death on the first reading.

One of the principal things a writer does is to work incredibly hard at refining the way one sentence flows into the next, one chapter springboards off the last. To experience this as a reader you have to immerse yourself, turn off the analytical brain, just *read* the damn book.

To insert analysis into this process on a first reading is like watching a film by pausing every couple of minutes to make notes before continuing. It's fine to do that in later study, but if you do it the first time through you've destroyed everything the filmmaker worked for."

[@irasocol: How a teacher destroys not just reading but culture. Can we let kids experience an author's work without dissection? How I tried to address this in 2012... "]

[This was in repsonse to a thread that began with:

"This thread details a real school assignment that was asked of a high school student to do while reading a book they hadn't read before. I assure you this is is not something isolated to one school:


Inside front cover: major character with space for...

...character summaries, page reference for key scenes or moments of character development. Evidently these are enormous books.

Inside Back Cover: list of themes, allusions, images, motifs, key scenes, plot line, epiphanies, etc. Add pg. references or notes. List vocab words...

...if there's still room. (big books or small writing?)

Start of each chapter: do a quick summary of the chapter. Title each chapter as soon as you finish it, esp. if the chapters don't have titles.

Top margins: plot notes/words phrases that summarize. Then go back...

...and mark the chapter carefully (more on these marks to come)

Bottom and side margins: interpretive notes, questions, remarks that refer to the meaning of the page (???). Notes to tie in w/ notes on inside back cover

Header: Interpretive notes and symbols to be used...

...underline or highlight key words, phrases, sentences that are important to understanding the work
questions/comments in the margins--your conversation with the text
bracket important ideas/passages
use vertical lines at the margin to emphasize what's been already marked...

...connect ideas with lines or arrows
use numbers in the margin to indicate the sequence of points the author makes in developing a single argument
use a star, asterisk, or other doo-dad at the margin--use a consistent symbol--(presumably to not mix up your doo-dads?) to... used sparingly to emphasize the ten or twenty most important statements in the book.
Use ???for sections/ideas you don't understand
circle words you don't know. Define them in the margins (How many margins does a page have?)
A checkmark means "I understand"...

...use !!! when you come across something new, interesting or surprising
And other literary devices (see below)

You may want to mark:
Use and S for Symbols: a symbol is a literal thing that stands for something else which help to discover new layers of thinking...

Use an I for Imagery, which includes words that appeal to the five senses. Imagery is important for understanding an authors message and attitudes
Use an F for Figurative Language like similes, metaphors, etc., which often reveal deeper layers of meaning...

Use a T for Tone, which is the overall mood of the piece. Tone can carry as much meaning as the plot does.
Use a Th for Theme: timeless universal ideas or a message about life, society, etc.
Plot elements (setting, mood, conflict)
Diction (word choice)

The end. ::sighs::"]
carolblack  irasocol  howweread  reading  literature  closereading  2018  school  schooliness  education  absurdity  literaryanalysis  writers  writing  howwewrite  filmmaking  howwelearn  academia  academics  schools  unschooling  deschooling  analysis  understanding  repetition  experience  structure  rhythm  characterization  language  vocabulary  dialogue  noticing  intuition  instinct  film  flow 
10 hours ago by robertogreco
Improving AI language understanding by combining multiple word representations - Facebook Code AI Research
This context-based approach leads to better results across a range of benchmarked NLP tasks. By providing new insights into the use and effectiveness of word embeddings, dynamic meta-embeddings improve our collective understanding of how neural networks understand language.
ai  research  literature 
12 hours ago by janpeuker
The American Scholar, the magazine of the Phi Beta Kappa Society
The American Scholar is the venerable but lively quarterly magazine of public affairs, literature, science, history, and culture published by the Phi Beta Kappa Society since 1932. In recent years the magazine has won five National Magazine Awards, the industry’s highest honor, and been nominated for awards sixteen times. Many of its essays and articles have been selected for the yearly Best American anthologies.

In 2006, The American Scholar began to publish fiction by such writers as Ann Beattie, Louis Begley, David Guterson, David Leavitt, Dennis McFarland, Steven Millhauser, and Alice Munro. Essays, articles, criticism, and poetry have been mainstays of the magazine for 75 years.

Inspired by Ralph Waldo Emerson’s famous speech, “The American Scholar,” delivered to the Phi Beta Kappa Society at Harvard College in 1837, the magazine aspires to Emerson’s ideals of independent thinking, self-knowledge, and a commitment to the affairs of the world as well as to books, history, and science.
Magazines  Literature  Journals 
2 days ago by wardell
How Oscar Wilde painted over “Dorian Gray”
Wilde made clear that he wished to show not only the thrills and pleasures of a ruthlessly aesthetic life but also its limits and dangers.
literature  books  society 
4 days ago by terry

« earlier    

related tags

2016  2018  4chan  absurdism  absurdity  academia  academics  adaptation  additivism  adoption  africa  afrofuturism  ai  alt_lit  alternative  america  analysis  and  anniversaries  anonymous  appreciation  apprentice  aristos  art  article  articles  artybro  atticus  author  authors  avantgarde  bertoltbrecht  big-peeps  bigtech  blog  book  bookreview  books  britishlibrary  bulgakov  business  canon  capitalism  carolblack  catalogues  change  characterization  chorus  christianity  christopher-hitchens  cinematics  classic  closereading  cn  conde:  conspiracy  culture  cyberpunk  dad  damonalbarn  dedramatization  deschooling  dialogue  disney  dkl  document  dystopia  economics  editorial  education  empire  environment  ethics  europe  evelyn-waugh  events  exegesis-hermeneutics  experience  experimental.literature  explainer  fader  fashion  favorites  feminism  fiction  film  filmmaking  finch  flow  formal-values  francais  future  gaming  genealogical  germany  github  good-evil  grahamcoxon  greatbooks  greek  guadeloupe  harper  history  hitchens  hn  horror  howwelearn  howweread  howwewrite  ideology  ignobel  individualism  inequality  instinct  interesting  internet  intuition  iranian  irasocol  japanese  javascript  jazzmusic  journals  judaism  kingsolverbarbara  language  latered  leadership  lee  letters  liberalism  library  lists  lit  literary.awards  literaryanalysis  liveblog  livre  magazines  management  maryse  maths  medieval  megan_boyle  michaelhorovitz  morality  movies  music  narrative  ncpin  nct  near-eastern  neoliberalism  new-religion  news  nigeria  nobel  noticing  occident  originality  painting  performance  persian  personalresponsibility  philosophy  plagiarism  podcasts  poetry  politics  pop  postwar  prize  prizes  profdev  programming  projectx  protestant-catholic  qanon  queer  racism  read  reading  reason  reference  religion  repetition  research  resistance  resources  rhythm  ruins  russia  school  schooliness  schools  sci-fi  science  scifi  shakespeare  short  society  sound  spain  stories  straubhuillet  stream  structure  sweden  teaching  the-great-west-whale  theology  theory  time  toread  travel  trumpdonald  tyrant_books  uk  understanding  unschooling  usa  via-diigo  via-ifttt  via-pocket  video  virtu  vocabulary  wikipedia  wins  wishlist  worldciv  worldliterature  worldview  writer  writers  writing  youtube 

Copy this bookmark: