scholarly journals Talking About the “Misunderstanding” in the Process of Literary Accepting

2008 ◽  
Vol 2 (2) ◽  
pp. 204
Author(s):  
Xu Junliu
Keyword(s):  
Error Correction ◽  
Literary Work ◽  
Reading Process ◽  
Main Body ◽  
Demarcation Line ◽  
Artistic Value ◽  
Original Meaning ◽  
Reading Text ◽  
Angle Of View ◽  
Fuzzy Regions

The “misunderstanding” in the process of literary accepting refers to the receiver in the reading text process with the creation main body, creation motive, the work implication, as well as between the works artistic value constitutes the situation which “the dialog” in the complex relations produces contradicts. But, in the concrete reading process, the “misunderstanding” may divide in “the error correction” and “instead harms” kind of situations. Although “the error correction” refers to reader's understanding in line with author's creation original meaning which produces contradicts, but the work itself actually has demonstrated reader’s understood connotation, thus causes this kind of the “misunderstanding” seems cuts with actual and persuasiveness. “Instead harms” refers to the reader unconscious determination to carry on the far-fetched cognition and the appraisal to the literary work, including to literary work non-artistic angle of view twisting. “The error correction” should advocate that “instead harms” should deny, this does not dispute. But, “the error correction” and “instead harms” between has certain fuzzy regions, between them the strict demarcation line, some literary work in such time, possibly has not had “the error correction” in such receiver, but in another time, possibly has the different understanding in other receivers, to “instead harms” direction transformation. The “misunderstanding” is the literature accepts the necessity, because just having the “misunderstanding”, the different sound, between the literature mutual exchanges and collides, the literature only then had prosperously, the vigorous development aspect.

Phenomenolological review v. cierer of reading proceedings in the context of its «litery anthropology»

2020 ◽  
Vol 1 (100) ◽  
pp. 64-70
Author(s):  
O.D. Lauta ◽  
◽  
S.M. Geiko ◽  
Keyword(s):  
Literary Theory ◽  
Literary Work ◽  
Philosophical Analysis ◽  
Reading Process ◽  
Aesthetic Object ◽  
Semantic Definition ◽  
Reception Aesthetics

The phenomenological review of V. Izer's reading process in the context of «literary anthropology» is analyzed. The philosopher makes a distinction between interpretation and reception. The first, in his opinion, gives the imagination a «semantic definition», and the second – a sense of aesthetic, object. The first passes within the limits of the «semantic orientations» of the literary theory, and the second – within the limits of the cultural and anthropological context. The article deals with the philosophical analysis of the reception aesthetics. For the supporters of this theoretical direction, there is an inherent shift of attention from the problems of creativity and literary work to the problem of its reception or, in other words, from the level of psychological, sociological or anthropological interpretation of the creative biography, to the level of perceived consciousness. Receptive aesthetics gives the reader privilege in the «text/reader» paradigm and gives him the cognitive and affective ability to create his own text from this text.

scholarly journals Kollektiv (Collective)

2021 ◽  
Vol 1 (2) ◽  
Author(s):  
Kai Sina
Keyword(s):  
United States ◽  
Ralph Waldo Emerson ◽  
Literary Work ◽  
The United States ◽  
Social Implications ◽  
Late Work ◽  
Original Meaning ◽  
Wilhelm Meisters Wanderjahre

The idea of the ‘collective’ plays a key role in Goethe’s late work. It denotes a balance between multiplicity and unity, heterogeneity and homogeneity, which is characteristic both of Goethe’s authorship and of his literary work, above all his novel Wilhelm Meisters Wanderjahre (1829; Wilhelm Meister’s Journeyman Years). Etymologically, Goethe’s use of the term refers back to its original meaning from the Latin colligere; for him, a collective emerges when parts are gathered and arranged into some sort of ordered whole. It has formal, intellectual, and social implications. The term is semantically close to the concepts of the ‘aggregate’ and the ‘compendium,’ which are also essential to Goethe’s late poetics. The collective, the aggregate, and the compendium are all situated between mere particularity and full systematicity, in a sphere of the intermediary. Finally, Goethe’s idea of the collective found resonance primarily and early on in the United States, specifically in the writings of Ralph Waldo Emerson.

scholarly journals Djupläsning och lässtrategier

2018 ◽  
Vol 12 (2) ◽  
pp. 8
Author(s):  
Mary Ingemansson
Keyword(s):  
Reading Strategies ◽  
Deep Understanding ◽  
Read Aloud ◽  
Reading Process ◽  
Close Reading ◽  
Text Interpretation ◽  
The Social ◽  
Reading Text ◽  
Empirical Material ◽  
Primary And Secondary School

SammanfattningTexten behandlar hur elever på svensk grundskolenivå i årskurs 1–8, med hjälp av olika lässtrategier, kan skaffa sig förmåga att djupläsa texter för att nå förståelse av både läsningen och det lästa. Den teoretiska och metodologiska basen hänvisar till den amerikanska läsforskning som har bedrivits av Judith A. Langer med ett stort forskarteam vid Albany University, USA. Djupläsningsmetoder förklaras och diskuteras. Artikeln diskuterar Langers “envisionment-building” begrepp och presenterar ett empiriskt material taget från en undersökning av lässtrategier hos elever i åldrarna 7–13. I Sverige har teorin operationaliserats av författaren i fortsättningsforskning i skolor. Den didaktiska läsutvecklingen från svenska skolor beskrivs. Resultat och diskussion handlar om hur barn och ungdomar kan skapa djup förståelse av text. De autentiska fasbaserade frågorna som används både muntligt och skriftligt vid djupläsning gör att innehållet blir grundligt diskuterat i samtal med lärare och kamrater. Omläsning visar sig vara viktigt. Genomförda textsamtal resulterar i ett mycket fördjupat läsande för eleverna. Motivationshöjande är att eleverna får agera socialt genom textsamtal vid tolkningen och att det ständigt sker en återkoppling från lärarens och kamraternas sida. Motivationen kan även öka om eleverna lyckas med alltmer utmanande texter. Djupläsning med fas¬baserade frågor är en effektiv lässtrategi för att skapa förutsättningar för djupläsning, som i sin tur ger förutsättning för bästa möjliga förståelse av läsningen såväl som det lästa. Läsmarkeringar under läsningens gång gör att läsningen blir långsammare och mer grundlig. Läsandets förutsättning, villkor och process kan sammanfattas i en modell skapad utifrån operationaliseringsprocessen.Nyckelord: djupläsning, textsamtal, lässtrategier, didaktik, läsmotivationClose reading and reading strategiesAbstractThe text discusses how Swedish pupils in primary and secondary school, aged 7–13, with the aid of different reading strategies, can improve their ability to close-read texts in order to gain a better understanding not only of the text but also of the reading process. The study is theoretically and methodologically anchored in the reading research of Judith A. Langer, University of Albany, USA. The study adapts and develops Langer’s concept of envisionment building. The empirical material includes a study of the reading strategies of Swedish pupils aged 7–13. In Sweden, these findings have been operationalized by the author as part of her continuing research in schools. The results and discussion address how children can acquire a deep understanding of texts. The authentic, stance-based questions, which are used both when students read aloud and silently, ensure that the content is properly discussed in text talks with teachers and other pupils. Re-reading is important. The text talks result in a close reading of the texts. The social interaction that is part of text interpretation, as well as the feedback students receive from one another and from their teacher, boost motivation. Motivation can also increase if the students succeed with more challenging texts. Close reading with stance-based questions is a very effective reading strategy, which enables the students to understand the text and the reading process. Taking notes while reading makes the reading slower and more thorough. The conditions, terms and process of reading are summed up in a model that describes what happens.Keywords: close reading, text talks, reading strategies, didactics, motivation for reading

scholarly journals Recepção crítica e análise de textos literários

2005 ◽  
Vol 1 (2) ◽  
pp. 50 ◽  
Author(s):  
Penha Lucilda de Souza Silvestre
Keyword(s):  
Text Analysis ◽  
Literary Work ◽  
Critical Reception ◽  
Structural Elements ◽  
Critical Reading ◽  
Reading Text ◽  
Wolfgang Iser

<p><strong>Resumo</strong>: Este trabalho tem como objetivo a leitura crítica de Um homem no sótão e Uma velhinha de óculos, chinelos e vestido azul de bolinhas brancas, de Ricardo Azevedo. Dentre as várias possibilidades de análise de uma obra literária, optamos por abordar elementos estruturais da narrativa, bem como tópicos associados à especificidade do gênero e aspectos relacionados à construção lingüística dos textos em pauta. Desse modo, procuramos não só considerar a organização estrutural das narrativas, mas também o efeito da leitura do texto literário, na concepção de Wolfgang Iser e sua recepção propriamente dita, sob a ótica de Hans Robert Jauss.</p><p><strong>Abstract</strong>: Critical Reception and reading text analysis: the narrator’s construction in “Um homem no sótão e Uma velhinha de óculos, chinelos e vestido azul de bolinhas brancas, by Ricardo Azevedo.<br />This work has as goal the critical reading of Um homem no sótão and Uma velhinha de óculos, chinelos e vestido azul de bolinhas brancas, by Ricardo Azevedo. Among several possibilities of readings of a literary work, we chose to study the structural elements of the narrative, such as topics associated to the specification of gender as aspects related to the linguistic construction of these texts.</p><p><strong>Keywords</strong>: literature; literary work; Ricardo Azevedo.</p><p> </p>

scholarly journals Dehumanization in the Novel of Socialist Realism

2018 ◽  
Vol 1 (1) ◽  
pp. 4-10
Author(s):  
Lirim Sulko
Keyword(s):  
Literary Work ◽  
Socialist Realism ◽  
Reading Process ◽  
The Novel ◽  
Totalitarian Regime ◽  
New Man ◽  
Total Information ◽  
Psychological Structure

Yuri Lotman affirms that the concept of the text is not absolute, but makes sense in a relationship with a historical, cultural and psychological structure that accompanies it. He considers every text "... determined by those socio-historical, national and psycho-anthropological reasons, which form the artistic models of life” [1] So in a totalitarian regime, in other words dehumanized, the novel of socialist realism not only avoids the modern literary tendency, but manages to show dehumanization even in its formal-narrative aspect. Thus, in the conditions when the totalitarian regime aims at installing a 'new man', the novel of socialist realism also through censorship aims its promotion ('the new man’). In the formal-narrative aspect, the novel of Socialist realism emphasizes the authoritative mode of confession, in the sense of full submission of the character (meaning the reader, who is identified with the character throughout the reading process) to the total information within the literary work owned by the author in cooperation with the narrator, but at the same time proclaims as 'heretic' the narrative ways that liberated the character from the submission without glory of the pair author-narrator. As such, it (the novel of socialist realism) is / becomes thus a direct expression of dehumanization.   [1]Y. Lotman,"The Text and extra-textual artistic structures", quoted by F. Dado in "Uninterpretate Literature", Bota Shqiptare, Tiranë, 2010, f. 126.

scholarly journals Artes y literatura en la LOMCE: mecanismos para la comprensión de lecturas plurales

2016 ◽  
pp. 59-69
Author(s):  
Mª Isabel De Vicente-Yagüe Jara
Keyword(s):  
Comparative Literature ◽  
Reading Comprehension ◽  
Secondary Education ◽  
Theoretical Approach ◽  
Fine Arts ◽  
Literary Work ◽  
Reading Process ◽  
Teaching Methodology ◽  
Educational Field ◽  
Current Curriculum

The current curriculum in Compulsory Secondary Education within the LOMCE law evidences the existing connection between the different artistic expressions. Specifically in the literary subjects, it is aimed to promote the consideration of the links between Literature and the rest of arts (Music, Painting, Cinema…) as an expression of the human feelings, while analyzing and interrelating works, characters and plots from all the time periods.Aesthetics, Rhetoric, Poetry, Fine Arts, Musicology, Semiotic, the Comparative Literature, and Criticism, as disciplines interested in the foresaid pairing, have just joint their studies, examining, from a theoretical approach, the existing links and transpositions between arts. In the educational field, establishing analogies and intersections between arts is conceived as a process for understanding the literary works: the didactic use of the semiotic correspondences for showing an interconnected reality of multiple readings in the classroom.From that perspective, a literary hypertext allows non lineal readings, through its links and connections with other texts, enhancing the student’s reception and leading it towards multiple and significant realities. In that sense, the literary work, in where several possible reading itineraries coincide all together, acquires an open character, losing its consideration of being close and concluded. Hereby, we specify the type of activities, works and reading mechanisms that the new curricular approach requires; ekphrasis, melopoiesis, and Literature in films, among other dialogic links, that are a reclaim for the reading process in students while strengthening their aesthetical reception skills. In the same way, the theories about the reader intertext, linked to the literary training of students and the development of their reading comprehension, set the standards of the teaching methodology in the classroom.

scholarly journals Errors in translations of korean poems into russian on the example of the collection of poems by Yun Dong-ju “sky, wind, star and poetry”

2020 ◽  
Vol 6 (Extra-A) ◽  
pp. 28-38
Author(s):  
Ko Young Cheol ◽  
Kim Youngsuk
Keyword(s):  
Language Skills ◽  
Deep Understanding ◽  
Literary Work ◽  
Reading Process ◽  
Original Text ◽  
Correct Interpretation ◽  
Literary Works ◽  
Final Version ◽  
Text Legibility

The purpose of this work is to identify errors and types of translation, readability, and aesthetic elements in the Korean literary work of the collection of poems by Yun Dong-ju, which is translated into Russian. To analyze the result of the study, errors on the accuracy of the translation were first checked, based on the correct interpretation of the original text by comparing the original with the translation. Further, students of Kazan Federal University studied the errors of text legibility in the reading process. In conclusion, the content of aesthetic elements as literary works, such as Russian grammar and poetic elements were analyzed. It is necessary to determine the priority of language skills in the initial and final version of the translation for optimal translation, as well as a deep understanding of the author and his work.    

scholarly journals Artes y literatura en la LOMCE: mecanismos para la comprensión de lecturas plurales

2016 ◽  
pp. 59-69
Author(s):  
Mª Isabel De Vicente-Yagüe Jara
Keyword(s):  
Comparative Literature ◽  
Reading Comprehension ◽  
Secondary Education ◽  
Theoretical Approach ◽  
Fine Arts ◽  
Literary Work ◽  
Reading Process ◽  
Teaching Methodology ◽  
Educational Field ◽  
Current Curriculum

The current curriculum in Compulsory Secondary Education within the LOMCE law evidences the existing connection between the different artistic expressions. Specifically in the literary subjects, it is aimed to promote the consideration of the links between Literature and the rest of arts (Music, Painting, Cinema…) as an expression of the human feelings, while analyzing and interrelating works, characters and plots from all the time periods.Aesthetics, Rhetoric, Poetry, Fine Arts, Musicology, Semiotic, the Comparative Literature, and Criticism, as disciplines interested in the foresaid pairing, have just joint their studies, examining, from a theoretical approach, the existing links and transpositions between arts. In the educational field, establishing analogies and intersections between arts is conceived as a process for understanding the literary works: the didactic use of the semiotic correspondences for showing an interconnected reality of multiple readings in the classroom.From that perspective, a literary hypertext allows non lineal readings, through its links and connections with other texts, enhancing the student’s reception and leading it towards multiple and significant realities. In that sense, the literary work, in where several possible reading itineraries coincide all together, acquires an open character, losing its consideration of being close and concluded. Hereby, we specify the type of activities, works and reading mechanisms that the new curricular approach requires; ekphrasis, melopoiesis, and Literature in films, among other dialogic links, that are a reclaim for the reading process in students while strengthening their aesthetical reception skills. In the same way, the theories about the reader intertext, linked to the literary training of students and the development of their reading comprehension, set the standards of the teaching methodology in the classroom.

Tom McCarthy’s Modernism

2020 ◽  
pp. 191-207
Author(s):  
Derek Attridge
Keyword(s):  
Literary Work ◽  
Reading Process ◽  
Close Reading ◽  
Ethical Dimension ◽  
Reading And Writing

This chapter asks what it is like to read Tom McCarthy’s fiction, what are its peculiar pleasures, and whether the critical instruments associated with the tradition of ‘close reading’ are of any use in describing and explaining these responses. The chapter isolates two larger questions pertinent to this collection as a whole: In what sense can McCarthy be said to be continuing the project of modernism and the rewards and demands it offers its readers? And is there an ethical dimension to reading, and writing about reading, in this way? In the course of answering these questions, the chapter appeals to the notion of the literary work as an event, taking place in the reading process and living on in memorial revisitings of that process.

Effects of Error Correction on Word Recognition and Reading Comprehension

1983 ◽  
Vol 6 (2) ◽  
pp. 139-145 ◽  
Author(s):  
Joseph R. Jenkins ◽  
Kathy Larson ◽  
Lisa Fleisher
Keyword(s):  
Reading Comprehension ◽  
Word Recognition ◽  
Error Correction ◽  
Oral Reading ◽  
Instructional Practice ◽  
Learning Disabled ◽  
Poor Readers ◽  
Reading Process ◽  
Reading Errors ◽  
Within Subjects

Two procedures for correcting oral reading errors, Word Supply and Word Drill, were examined to determine their effects on measures of word recognition and comprehension. The two corrections were applied to 17 learning disabled, poor readers in a within-subjects design. Results indicated that the Drill correction significantly enhanced word recognition and comprehension of sentences which contained original error words. The findings are discussed in terms of “bottom-up” analyses of the reading process and their implications for instructional practice.

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