Ambivalent Affines: Law Like Literature

This short essay will dwell upon the ‘law of literature and the literature of law’, as illuminated in the enduring scholarship and intellectual legacy of Peter Fitzpatrick. Reading with Fitzpatrick, we must grapple with a law that is both constituted and subverted by recourse to the supplement of fiction. These ambivalent ‘affines’, law and literature, share in an oscillatory rhythm: each is constituted and enlivened by an unbounded exteriority, yet each must be rendered normatively determinate. I reflect upon the ways in which Fitzpatrick’s account of ‘law like literature’ grasps and hones the methodological challenge implicit in this reading: to read law as literature and literature as law. Yet further, I extend a reading of Fitzpatrick’s scholarship that acknowledges this fictive law as not merely susceptible to but constituted by decoloniality.

The Master's Voice: A Close Reading of James

I find myself returning to the theme of reading against noise and reimagining it as something more like reading up against noise, in which noise is a foe or fiend, something one is up against: not only a challenge, close and insistent, that presents itself whenever one takes up a text (the literal noise that invades one's chair or couch, the ads in the margins of an e-book or a Web page, the wandering thoughts or obligations that draw one away), but also a challenge that is spatially there—up against one's ears and body, encroaching on the very space of one's reading. To read, in this sense, is thus inevitably to come up against noise, to attempt to overcome it–and yet to keep it, as part of the very act of reading, within reach.

Causal Relationship amongst Epistemic Beliefs, Motivations, and Strategies Use in Reading for EFL Students

Motivated by the need for more empirical evidence on factors affecting English as a Foreign Language (EFL) reading enhancement, this paper aims at elucidating causal relationship between reading epistemic beliefs, reading motivations, and strategies use in reading. The present study provides an evaluative perspective with regard to the directions of influences among them. A model that reflects the hypothesis that epistemic beliefs affect strategies use in reading to read which are strengthened by reading motivation is constructed and tested. The structural equation modeling (SEM) confirms this hypothesis, which implies interdependences across the factors as promising resources that can be utilized in EFL reading context for comprehension development. A few important implications for EFL reading instruction and research can be drawn from the results

Analisis Metode Belajar Kosa Kata

Many jobs fields needed foreign language skills, such as Japanese. To comprehend the Japanese text, people must understand Japanese characters like Hiragana, Katakana, and Kanji because three of them were always used in Japanese text. Learning Hiragana and Katakana usually were taught in elementary level then secondary and high levels have more Kanji usages. Learning Japanese kanji meant learning vocabulary too. But, learning kanji had to be continuos and routine, because kanji had more than one meanings. Kanji did not only one meaning. So, we should know the meaning of the interrelated other kanji writing. To make easy in reading to read Japanese texts, certainly we should know kanji characters and the meanings.