‘I didn’t know there could be such writing’: The Aesthetic Intimacy of E. M. Forster and T. E. Lawrence

Author(s):  
Medd Jodie

Medd examines the correspondence between E.M. Forster and T.E. Lawrence, in which new possibilities of both male intimacy and masculine self-understanding were achieved through an exchange of writing and reading. This epistolary literary exchange eschewed conventions of published literary circulation and reconfigured the traditional reader-writer dyad. As Forster and Lawrence forged a friendship through the exchange of literary materials – including Forster’s ‘unpublishable’ fiction – and a self-reflective dialogue over their experiences of reading one another’s literature and absorbing their interlocutor’s response to their own writing, they negotiated the tricky landscape of male intimacy heightened with homoerotic possibilities, while also discovering and re-imagining new possibilities of (homo)sexual and literary self-understanding. The correspondence constitutes an alternative queer circuit of literary exchange, in which scenes of reading and writing form bonds of male intimacy that re imagine both the terms of masculine identity and desire and the very terms of the literary itself.

2019 ◽  
Vol 15 (35) ◽  
pp. 246
Author(s):  
Gustavo Cunha de Araújo ◽  
José Carlos Miguel ◽  
Edimila Matos da Silva

The main objective of this research is to investigate how aesthetic literacy is developed from visual signs and writing to understand the reality of Brazilian youth and adult rural education. This study was based on Historical-Cultural theory and had as a method the Didactic-Formative Experiment. Correcting or alleviating problems that appear in reading and writing, seeking to improve them is a way of thinking about a possibility of multi literacy, in which the aesthetic literacy configures an essential aspect, because in the research, the students started to write better after producing comics books. They improved their writing. This is beautiful, beauty: character of well- done; coherent, defined, with good form.


2016 ◽  
Vol 22 (3) ◽  
pp. 313-339 ◽  
Author(s):  
Sobh Chahboun ◽  
Andrea Flumini ◽  
Carmen Pérez González ◽  
I. Chris McManus ◽  
Julio Santiago

PMLA ◽  
1999 ◽  
Vol 114 (1) ◽  
pp. 78-96 ◽  
Author(s):  
Mary Beth Tierney-Tello

Two works by the Chilean writer Diamela Eltit, El Padre Mío (1989) and El infarto del alma (1994; produced in collaboration with Paz Errázuriz), contain an undeniable testimonial impulse that aligns them with testimonio, a genre of subaltern personal narrative that has emerged with new force in Latin America in recent decades. Yet these texts, which present subjects who are mentally ill, incoherent, or lacking identities, call into question some of the key assumptions about testimonial practice and its reception, disrupting the usual responses of identification with and empathy for the narrator. By reading and writing testimonial discourse through a postmodern aesthetic, Eltit advocates the recognition of testimonial subjects as producers and agents of culture rather than as victims in need of compassion. Her project, with its particular merging of the aesthetic and the ethical, constitutes a local yet politically urgent attempt at rethinking the predominant conceptualizations of marginal culture, refusing the notion that the aesthetic is the exclusive privilege of elite culture.


1976 ◽  
Vol 41 (4) ◽  
pp. 523-529 ◽  
Author(s):  
Daniel R. Boone ◽  
Harold M. Friedman

Reading and writing performance was observed in 30 adult aphasic patients to determine whether there was a significant difference when stimuli and manual responses were varied in the written form: cursive versus manuscript. Patients were asked to read aloud 10 words written cursively and 10 words written in manuscript form. They were then asked to write on dictation 10 word responses using cursive writing and 10 words using manuscript writing. Number of words correctly read, number of words correctly written, and number of letters correctly written in the proper sequence were tallied for both cursive and manuscript writing tasks for each patient. Results indicated no significant difference in correct response between cursive and manuscript writing style for these aphasic patients as a group; however, it was noted that individual patients varied widely in their success using one writing form over the other. It appeared that since neither writing form showed better facilitation of performance, the writing style used should be determined according to the individual patient’s own preference and best performance.


2009 ◽  
Vol 10 (2) ◽  
pp. 65-68 ◽  
Author(s):  
Judy Montgomery

Abstract As increasing numbers of speech language pathologists (SLPs) have embraced their burgeoning roles in written as well as spoken language intervention, they have recognized that there is much to be gained from the research in reading. While some SLPs reportedly fear they will “morph” into reading teachers, many more are confidently aware that SLPs who work with adult clients routinely use reading as one of their rehabilitation modalities. Reading functions as both a tool to reach language in adults, and as a measure of successful therapy. This advanced cognitive skill can serve the same purpose for children. Language is the foundational support to reading. Consequently spoken language problems are often predictors of reading and writing challenges that may be ahead for the student (Juel & Deffes, 2004; Moats, 2001; Wallach, 2004). A targeted review of reading research may assist the SLP to appreciate the language/reading interface.


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