Pre-occupations: Calling Up Ghosts in A Place to Read and Belledonne

2019 ◽  
pp. 333-354
Author(s):  
Christine Berthin
Keyword(s):  
Critical Power ◽  
Reading And Writing ◽  
Temporal Flow ◽  
The Way

This chapter considers pieces by Victor Burgin that stage and foreground the acts of reading and writing to explore the recursive and self-reflexive elements of making found in Burgin's projection pieces. Starting with the metaphor of the palimpsest, this paper traces the way the pieces explore specific forms of language and of telling aimed at 'spatializing the temporal flow'. The chapter explores how the image of the palimpsest or "overlay" allows the viewer to see in the projection pieces a gesture that complements the coalescence of different times. Seeing the palimpsest as haunted space, the paper uncovers melancholy stories of loss and exile echoing from A Place to Read to Belledonne. The critical power of the projection pieces lies in the way they disrupt traditional categories of chronology and spatial compartmentalisation, allowing story and history, present and past, collective and individual experiences to reflect one another.

On (Not) Translating Lacan: Barbara Cassin's Sophistico-Analytical Performances

Paragraph ◽  
2020 ◽  
Vol 43 (1) ◽  
pp. 98-113
Author(s):  
Michael Syrotinski
Keyword(s):  
Machine Translation ◽  
Reading And Writing ◽  
The Relationship ◽  
The Way

Barbara Cassin's Jacques the Sophist: Lacan, Logos, and Psychoanalysis, recently translated into English, constitutes an important rereading of Lacan, and a sustained commentary not only on his interpretation of Greek philosophers, notably the Sophists, but more broadly the relationship between psychoanalysis and sophistry. In her study, Cassin draws out the sophistic elements of Lacan's own language, or the way that Lacan ‘philosophistizes’, as she puts it. This article focuses on the relation between Cassin's text and her better-known Dictionary of Untranslatables, and aims to show how and why both ‘untranslatability’ and ‘performativity’ become keys to understanding what this book is not only saying, but also doing. It ends with a series of reflections on machine translation, and how the intersubjective dynamic as theorized by Lacan might open up the possibility of what is here termed a ‘translatorly’ mode of reading and writing.

Het Leren Van de Geschreven Vorm Van Woorden in een Vreemde Taal

1990 ◽  
Vol 37 ◽  
pp. 59-67
Author(s):  
Ans van Berkel
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Mother Tongue ◽  
Phase Model ◽  
Reading And Writing ◽  
Written Form ◽  
The Way

The article centres around the questions of how the written form of words in a foreign language is normally acquired, and how the learning process of dyslexic pupils can be described. A phase model is presented of the way reading and writing are learnt in the mother tongue, incorporating several strategies: the logographemic, alphabetical, orthographic and direct strategies. The research reported on leads to the following conclusions: 1. the strategies outlined in the mother tongue model can also be recognized in the foreign language; 2. the model offers the possibility of describing the learning process in the foreign language in phases, too; 3. the errors made by weak spellers differ quantitatively, not qualitatively, from those made by normal spellers.

scholarly journals Resurrecting the “Black Archives”: Revisiting Benedict Wallet Vilakazi with a Focus on the Utility and Meaning of African Languages and Literatures in Higher Education

2020 ◽  
Vol 24 ◽  
Author(s):  
Nompumelelo Bernadette Zondi
Keyword(s):  
Higher Education ◽  
Social Forces ◽  
Implied Reader ◽  
Academic Context ◽  
Reading And Writing ◽  
African Languages ◽  
The Social ◽  
Language And Literature ◽  
Epistemic Diversity ◽  
The Way

Although viewed (and dismissed) by many as primarily a tool for communication, language (and literature) cannot be understood only in relation to what it communicates. A study of how it is shaped uncovers the social forces that provide its broad and complex template in the acts of reading and writing. This article focuses on the utility and meaning of African languages and literatures in higher education, with Benedict Wallet Vilakazi’s (1906–1947) poetry at the centre. It argues how, by resurrecting “black archives”, in this article epitomised by revisiting the work of one iconic writer and scholar, Vilakazi, we could give further impetus to the prospect of intellectual efforts in African languages. In this context, the article upholds the value and meaning of this scholar while offering perspectives on the saliency of his work for inter alia the meanings and location of African languages and literatures with regard to epistemic diversity, the “transformation” of curricula, tradition versus modernity, gender, the meaning of identity, and the broader humanist project. In essence, therefore, the article suggests that in an academic context, African languages and literatures require a serious engagement with the “implied reader”, “the native subject” and consequently necessitates greater troubling, unsettling in the way we teach, the way we write, and the way we read. It suggests that acts of rereading (albeit preliminary) are an important intervention in the project of the intellectualisation of our discipline.

Introduction

2017 ◽  
Author(s):  
Joanna Martin ◽  
Emily Wingfield
Keyword(s):  
Critical Field ◽  
Literary Tradition ◽  
Main Body ◽  
Reading And Writing ◽  
Robert Henryson ◽  
William Dunbar ◽  
The Way

This introductory chapter prefaces the subsequent collection of essays, dedicated to Professor Sally Mapstone. After an overview of the critical field and outline of the importance of kingship and Advice to Princes in the Older Scots literary tradition, the main body of the chapter first examines the centrality of advisory discourse in the poetry of Robert Henryson and William Dunbar, before analysing key scenes of royal reading and writing in Barbour’s Bruce, James I’s Kingis Quair, Walter Bower’s Scotichronicon, and John Shirley’s fulle lamentable cronicle of þe deþe and fals murdre of James Steward, last Kinge of Scottes. It explores both the signal relationship between themes of reading, writing, and rule, and the way in which such acts are transformed into self-consciously ethical activities. The second half of the chapter summarizes and draws together the essays that follow.

Reading and writing St Margaret of Scotland from Turgot’s Vita to the Blackadder Prayerbook

2018 ◽  
pp. 210-232
Author(s):  
Emily Wingfield
Keyword(s):  
Political Power ◽  
Perceived Learning ◽  
Reading And Writing ◽  
Female Individual ◽  
The Subject ◽  
The Way

Emily Wingfield’s chapter examines treatments of Queen Margaret of Scotland (d. 1093), beginning with the Life written by Turgot, prior of Durham, at the request of Margaret’s daughter the English queen Matilda, a work that highlights Margaret’s literacy and learning; Margaret’s role as reader and writer is shown to be emphasised also in later treatments. The subject of this chapter is thus not a branch of knowledge but the perceived learning of an important female individual and the significance of that learning in constructions of her as a saint. The chapter examines the way in which books function as vehicles for Margaret’s sanctity and political power and suggests that the Life itself is designed to model the life of a learned and holy queen for Margaret’s daughter, Matilda. Wingfield then considers how later verbal and visual accounts of Margaret develop this tradition so that she comes to function as an advisor of princes as well as princesses, her sanctity being shown to inhere ‘quite specifically, in her literacy’.

scholarly journals Prewriting Tasks for Auditory, Visual, and Kinesthetic Learners

2012 ◽  
Vol 29 (2) ◽  
pp. 96 ◽  
Author(s):  
Lisa Leopold
Keyword(s):  
Student Achievement ◽  
Learning Styles ◽  
Learning Style ◽  
Diverse Learners ◽  
Reading And Writing ◽  
Learning Style Preferences ◽  
Writing Class ◽  
Style Preferences ◽  
The Way

Although it is a well-known fact that students’ preferred learning styles vary, many instructors teach in the way that reflects their own learning style preferences despite the fact that mismatches in teacher-learner styles may result in lower student achievement. In a traditional ESL or EAP writing class, students who prefer to learn by reading and writing may be privileged over those who have a visual, auditory, or kinesthetic style preference. In this article, I describe a variety of prewriting tasks that appeal to diverse learners and complement a processoriented approach to writing.

Communication or Confrontation Heidegger and Philosophical Method

2009 ◽  
Vol 1 (1) ◽  
pp. 43-57 ◽  
Author(s):  
Vincent Blok
Keyword(s):  
Martin Heidegger ◽  
Philosophical Method ◽  
Specific Character ◽  
Philosophical Thinking ◽  
Reading And Writing ◽  
The Way

In this essay, we consider the philosophical method of reading and writing, of communication. Normally, we interpret the works of the great philosophers and explain them in papers and presentations. The thinking of Martin Heidegger has given us an indication of an entirely different method of philosophical thinking. In the 1930s, he gave a series of lectures on Nietzsche. In them, he calls his own way of reading and writing a confrontation (Auseinandersetzung) with Nietzsche. We consider the specific character of confrontation, and in what ways it is different from communication. First, we develop an answer to the question of how Heidegger reads Nietzsche. Does he give a charitable or a violent interpretation of Nietzsche and, if neither, how can his confrontation with Nietzsche be characterized? With this, we obtain an indication of the way we have to read Heidegger, indeed, of philosophical reading and writing as such.

scholarly journals “GRASP ALL, LOSE ALL”: RAISING AWARENESS THROUGH LOSS OF GRASP IN SEEMINGLY FUNCTIONAL INTERFACES

2021 ◽  
Author(s):  
Diogo Marques
Keyword(s):  
Digital Media ◽  
Sensory Perception ◽  
Digital Literature ◽  
Reading Processes ◽  
Reading And Writing ◽  
Avant Garde ◽  
The Arts ◽  
Raising Awareness ◽  
Functional Mechanisms ◽  
The Way

From baroque proto-cybertexts to countercultural gestures by historical avant-gardes there is a longstanding tradition of disruptive strategies by artists at the interstices of societies’ demand for order, control and functionalism. For the avant-gardes, and their multiple artistic inf(l)ections, part of the strategy had to do with radical changes in the way sensory perception came to be depicted by Modernism. Placing emphasis on the confluence of several arts and media, the innovative character of their proposals had much to do with the ways in which they were able to embrace notions representing modernity, such as “simultaneity,” “dynamics”, “motion”, as well as ideas such as the symbiosis between human and machine. For that purpose, they searched to induce estrangement and defamiliarization, namely by using seemingly functional mechanisms in order to raise awareness through loss of grasp. Taking from the idea of raising awareness through seemingly functional mechanisms, I argue that non-functional/dysfunctional digital interfaces that are part of contemporary artworks dealing with digitally-based haptic reading processes (namely, digital literature) are largely influenced by early avant-garde artistic proposals. Through its metamedial aesthetic and poetic critique of digital media, digital literature reinvents inherited strategies of subversion and disruption already explored by modernism, raising awareness in regard to the artwork’s processes of signification and affect. Seen as a variation of a rich heritage of experimentation with seemingly functional mechanisms in the arts, such strategies reenact age-old tensions between tradition and innovation, while laying the foundation for (re)new(ed) ways of reading and writing in digital multimodal environments.

scholarly journals The Management of a Plastic Instrument. The way from idea to patent and final product

2017 ◽  
Vol 54 (1) ◽  
pp. 53-55 ◽  
Author(s):  
Stefan Lucian Burlea ◽  
Anamaria Ciubara ◽  
Georgeta Burlea ◽  
Ramona Cimpoesu
Keyword(s):  
School Children ◽  
The Other ◽  
Lateral Side ◽  
Triangular Prism ◽  
Reading And Writing ◽  
Laser Equipment ◽  
Plastic Parts ◽  
The Way

The article presents the procurance of an apparatus intended for the stage of reading and writing , used both by the pre- school children and the persons who present speaking deficiencies ,obtained from plastic parts marked and processed using a laser equipment. The learning equipment of writing and reading consists in a carcass of a triangular prism which has on a lateral side two visualization windows and a magnetic plate for writing, placed one below the other, at an appropriate distance, each visualization window being equipped with several illumination sources, disposed in a lineal way along the window, having an independent performance.

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