scholarly journals IS ULYSSES REALLY HARD TO UNDERSTAND?

2017 ◽  
Vol 5 (2) ◽  
pp. 48-58
Author(s):  
Meng Gao
Keyword(s):  
Twentieth Century ◽  
Reader Response ◽  
James Joyce ◽  
The Novel ◽  
Response Theory ◽  
Reader Response Theory ◽  
The World ◽  
The Creation ◽  
Representative Work

As a representative work of modern stream consciousness novel written by James Joyce in twentieth century, Ulysses differs the traditional novel from the aspects such as the creature source of figure and plot, narration structure, a great number of metaphors and allusions usage and translation version. Therefore, its audiences are almost specialists and scholars who are dedicated to the study of Ulysses and few readers could accept it. The essay will review the novel from the stand of ordinary reader from the perspective of reader response theory to analyze the reason for which it becomes a great challenge for readers all over the world so that there could be some available ways for reader to understand the creation origin of the novel and to interpret it better. Finally, the essay hope that the value of the novel could be propagated and its novel creation could be accepted.

scholarly journals The Map of it All: Quantitative Mapping of Foreign Language in James Joyce's Ulysses

2021 ◽  
Author(s):  
◽  
Alyssa Krueger
Keyword(s):  
Foreign Language ◽  
Reader Response ◽  
Writing Process ◽  
Genetic Data ◽  
The Novel ◽  
Response Theory ◽  
Reader Response Theory ◽  
Quantitative Mapping ◽  
Entry Points

Readers of James Joyce's Ulysses know that it is a cosmopolitan (multilingual) novel, but most do not know just how many foreign words Joyce used, altered, and inserted throughout the writing process, nor do they know the final tally in the 1922 Shakespeare & Co. edition. This dissertation approaches Joyce's foreign language from a quantitative and genetic perspective, counting all 2,525 foreign words and attributing each to episodes and characters to visualize where and how foreign language manifests in the novel. Genetic data in turn reveals that Ulysses was not always quite so multilingual but instead became more foreign during the writing process. My study explores these foreign words as one type of the "disunities" that Andrew Gibson proposes as entry points for understanding a modernist text's unique mimesis. I explore these foreign interruptions as contributing to a consistent sense of worldliness, or multiculturalism, in the novel. Finally, I turn toward reader-response theory and neuroscientific evidence to explore the foreign words of Ulysses as units of unfamiliarity that slow readers and elicit higher levels of neurological activity, ultimately helping readers learn to read differently.

scholarly journals “I am no Othello. I am a lie”: A Consideration of Reader-Response Theory as Language Learning Pedagogy and Teacher Philosophy

2017 ◽  
Vol 19 (1) ◽  
pp. 21
Author(s):  
Heba Elsherief
Keyword(s):  
Language Learning ◽  
Reader Response ◽  
Lesson Plan ◽  
The Novel ◽  
Response Theory ◽  
Reader Response Theory ◽  
Teaching Philosophies ◽  
The North ◽  
Educational Processes ◽  
Language Classroom

This paper seeks to articulate the understanding of transactional/reader-response as theory and its use in the language classroom as both teaching philosophy and pedagogy. First, I map the terrain of reader-response theory, its history, in general, and how it has been articulated in literary studies, in particular. Next, I briefly synthesise studies that sought to empirically study reader response in the classroom and question why these inevitably fail to engage meaningfully with it - and seem to instead only result in teacher “lesson plan” ideas. I offer a case study of a language student’s responses to the novel Season of Migration to the North (Salih, 2009) to argue that reader-response should be central to teaching philosophies that hope to centre learners in inclusive educational processes.

Chaos, Apocalypse, The Laws of Nature: Autonomy and “Unity” in Dostoevskii’s Idiot

Slavic Review ◽  
1991 ◽  
Vol 50 (4) ◽  
pp. 879-889
Author(s):  
Gary Rosenshield
Keyword(s):  
Reader Response ◽  
Laws Of Nature ◽  
Point Of View ◽  
Centripetal Force ◽  
The Novel ◽  
Response Theory ◽  
Text Setting ◽  
Reader Response Theory ◽  
Narrative Technique ◽  
Master Plots

Addressing what he sees as serious disjunctures in characterization and narrative technique, Joseph Frank has called Idiot “the most disorganized,” of Fedor Dostoevskii’s major works. The first part of the novel so differs from the last three parts, Frank holds, that it may “best be read as an independent novella.” Although, undoubtedly, many subtle structural, thematic, and rhetorical elements tie the novel together, Idiot does seem at times to generate as much centrifugal as centripetal force. Tackling this issue head on, Robin Feuer Miller, with judicious use of reader-response theory, succeeds in imposing some order on the narrational disjunctures of the text, setting up a hierarchy of narrators and narrative personae. More problematic, however, is the question of point of view in the larger sense. In the Bakhtinian sense, point of view manifests itself in the relation between the different narrators of the novel as the autonomous voices of the characters and the narrator enter into an unfinished dialogue. The broader use of the term concerns the novel’s worldviews, or master plots, which variously govern and structure the presentation of character, story, and metaphor.

scholarly journals Reader-Response Theory: A Path Towards Wolfgang Iser

LETRAS ◽  
2013 ◽  
pp. 13-30
Author(s):  
Alejandra Giangiulio Lobo
Keyword(s):  
Reader Response ◽  
Phenomenological Approach ◽  
Reading Process ◽  
Response Theory ◽  
Reader Response Theory ◽  
Different Types ◽  
The Creation ◽  
Wolfgang Iser

Se estudia la teoría de la recepción a partir de diferentes autores y críticos literarios, para caracterizar los distintos tipos de lectores, según cada aproximación y los procesos de lectura y creación de significado. El ensayo se centra en el enfoque fenomenológico de Wolfgang Iser sobre la recepción del lector, la generación de significado y los tipos de lectores. Reader-response theory is studied from the perspective of different authors and literary critics to characterize the different types of readers, according to each approach, the reading process and the creation of meaning. The essay centers on Wolfgang Iser’s phenomenological approach to reader response, creation of meaning and types of readers.    

The Inheritance of Gehinnom

2018 ◽  
Author(s):  
Deborah Kahn-Harris
Keyword(s):  
Reader Response ◽  
Linguistic Analysis ◽  
Response Theory ◽  
Reader Response Theory ◽  
Women's Voices ◽  
Genesis 1 ◽  
The Subject ◽  
The Creation ◽  
Feminist Hermeneutics

This chapter provides a framework for the creation of contemporary feminist midrashim. It begins by providing a justification for the inclusion of women’s voices in classical forms of Jewish commentary, followed by a basic overview of the genre of midrash. The chapter then lays out a possible framework for the creation of feminist midrash, including a discussion of reader-response theory, middot, and feminist hermeneutics. Following on from the theoretical, a concrete example of a feminist midrash is given on the subject of Genesis 1:26. Some detailed linguistic analysis of this verse is explored in order to help explicate the questions being addressed by the midrash. An analysis of the midrash concludes the chapter.

scholarly journals Rereading 'A Rose for Emily' from the Perspective of Wolfgang Iser's Reader Response Theory

2017 ◽  
Vol 5 (3) ◽  
pp. 28
Author(s):  
Sura M. Khrais
Keyword(s):  
Reader Response ◽  
Dynamic Process ◽  
Special Focus ◽  
Response Theory ◽  
Reader Response Theory ◽  
The World

The aim of this paper is to examine Iser's 'reader response' theory with special focus on Iser's concept of 'dynamic reading' and 'blanks' as major narrative devices. The researcher will discuss how blanks or gaps function, through applying Iser's theory on William Faulkner's "A Rose for Emily". She will discuss how gaps in characters and events engage the reader in a dynamic process of reading which leads to revealing the text's meaning. This paper is an application of text-reader interaction which, as Iser states, generates meaning. It is worth mentioning here that Iser views meaning as an effect to be experienced rather than an object to be defined. It is here where Iser's contribution to the world of criticism becomes clear. He redirects focus from the text as an object to the subjectivity of the reader.   

Coda: The Rosetta Stone

2018 ◽  
Author(s):  
Jesse Schotter
Keyword(s):  
Twentieth Century ◽  
New Media ◽  
Digital Media ◽  
The Novel ◽  
Digital Code ◽  
Media Technologies ◽  
Rosetta Stone ◽  
The World ◽  
Western Imagination ◽  
Origin Point

Hieroglyphs have persisted for so long in the Western imagination because of the malleability of their metaphorical meanings. Emblems of readability and unreadability, universality and difference, writing and film, writing and digital media, hieroglyphs serve to encompass many of the central tensions in understandings of race, nation, language and media in the twentieth century. For Pound and Lindsay, they served as inspirations for a more direct and universal form of writing; for Woolf, as a way of treating the new medium of film and our perceptions of the world as a kind of language. For Conrad and Welles, they embodied the hybridity of writing or the images of film; for al-Hakim and Mahfouz, the persistence of links between ancient Pharaonic civilisation and a newly independent Egypt. For Joyce, hieroglyphs symbolised the origin point for the world’s cultures and nations; for Pynchon, the connection between digital code and the novel. In their modernist interpretations and applications, hieroglyphs bring together writing and new media technologies, language and the material world, and all the nations and languages of the globe....

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