scholarly journals „Orðin laðast að henni / eins og skortur“

Ritið ◽  
2018 ◽  
Vol 18 (2) ◽  
pp. 139-158
Author(s):  
Bergljót Soffía Kristjánsdóttir

Alda Björk Valdimarsdóttir’s book of poetry, We Who Are Blind and Nameless, was published in 2015. The first part of the book, titled „The course of signs“, lays the groundwork for the conceptual basis of the work through five poems. These five poems will be examined through close reading and scholarly materials from various sources, such as cognitive literary studies, philosophy, psychology, social studies and neurological research. There is particular focus on how the poems stimulate the imagination of readers and ruffle their feelings; there is a discussion on (conceptual) metaphors, irony, humor, paradox, geometrical shapes, enumeration, anaphora and, not least, silence which is a common theme in Alda’s poetry and also defines the structure of her poems in various ways. This analysis shows how Alda convinces readers to think about the „course of signs“ in both a narrow and wider context. She not only causes readers to think about the paradoxical interplay of silence and signs – and thus man’s ingrained need to both speak and be silent – but also woman’s position within her family/world history and the encroachment of man upon his own environment. Through clever humour and irony, Alda Björk shows how apathetic people often are when faced with signs; how without thinking they give themselves over to them, even though they have other options; how people contribute for the signs to be isolating instead of connecting us with each other – and how they misuse silence or are not able to make use of it.

2021 ◽  
Vol 51 (1) ◽  
pp. 117-139
Author(s):  
Annika Bøstein Myhr ◽  
Oda Helene Bergland ◽  
Bente Jeannine Hovind

Abstract The article explores whether reading Lene Ask’s documentary graphic novel Kjære Rikard (‘Dear Rikard’) may provide children and adults with training in, and an increased awareness of the importance of, emotional literacy and theory of mind. In order to investigate this question, the authors of the article conduct a close reading of Ask’s novel, using terminology from narratology, picture book and comics’ theory, and look for connections between the findings from the analyses and insights from reader-response theory and cognitive literary studies. The authors suggest that in combination, Ask’s fictive and documentarist drawings and the excerpts from the hand-written correspondence between young Rikard in Stavanger and his father, a missionary in Madagaskar in the 1890s, invite both children and adult readers to develop a keen sense of the value of emotional literacy and theory of mind.


POETICA ◽  
2020 ◽  
Vol 50 (3-4) ◽  
pp. 282-313
Author(s):  
Robert Stockhammer

Abstract The recent controversy about the possibility of defining a new geological era called ‘Anthropocene’ has far-ranging consequences. The new notion forces us to rethink the dichotomy between the entities formerly referred to as men and nature and to conceive of their relation as an interrelation. The relevance of these considerations for literary studies is not limited to the anthropocene as a subject matter of literature, or to the possible use of literature as a means of enhancing the reader’s awareness of climate change. Rather, what is at stake is the relation of language to the new interrelation between man and nature, including the poetical and metalinguistic functions that emphasize the materiality of language. The present article explores the relation between the materiality of language and the materiality of things by way of a close reading of a single poem written by Marcel Beyer. Devoted to the cultivated plant rape, the literary traditions which this poem invokes reach beyond nature lyrics into georgic. An excursus recalls this genre of agriculture poetry and distinguishes it from pastoral, especially with regard to its use of language.


2001 ◽  
Vol 25 (2) ◽  
pp. 314-334 ◽  
Author(s):  
F. Elizabeth (Faith Elizabeth) Hart

Author(s):  
Merry E. Wiesner-Hanks

Standards-based education reform efforts that began in the 1990s resulted in social studies standards by grade level in every single state, stretching from kindergarten to grade 12. All of these standards single out history as a separate subject or strand, and many include world history as a subset within history as a whole. These standards are highly variable, idiosyncratic, and sometimes error-ridden, and they have been the source of enormous controversy. Some world history standards are completely skills-based, with only one sentence about content, and many are very Eurocentric, especially in the lists of individuals and events students should know. Recent efforts to develop better standards, such as the C3 Framework, have become embroiled in the controversy over Common Core, but because high-stakes testing is often based on state standards, world historians should get involved in improving them, and advocate for better world history teaching.


Author(s):  
Rita Charon

Teaching healthcare professionals how to be close readers assures that they can listen with attention and empathy to what their patients tell them. The close reader pays attention to such narrative features as temporality, narrative situation, voice, metaphor, and mood. This chapter describes the origins of close reading in the 1920s and its subsequent contentious development within literary studies. It describes the salience of the skills learned from close reading for the practice of narrative medicine. The chapter examines such consequences of close reading as relationship-building among learners and individual awareness of the interior processes of the reader. Close reading helps narrative medicine to achieve its goals of justice in healthcare, participatory practice, egalitarian learning, and deep relationships in practice. With the benefit of the capacities learned in close reading, clinicians and their patients can face the unknown, tolerating the ambiguity that always surrounds illness.


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