By Eric Livingston
A e-book approximately how readers learn and the way critics learn, "An Anthropology of examining" items jointly ethnographic descriptions, cultural artifacts, and descriptive analyses to bare literary feedback as its personal tradition of examining. Livingston interleaves discussions of captioned images, easy arithmetical calculations, assessments of studying comprehension and so on with unique readings of poems through T. S. Eliot, Dudley Fitts, Wilfred Owen, and Dylan Thomas, and with interrogations of the feedback approximately those poems.
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Extra resources for An Anthropology of Reading
The relevance of "much of the night" is not yet clear, but the reader does understand that the "he" of the sled ride is no longer present: "I," Marie, is the one who now, in the present, does these things. If this is it, if this is the sense that can be made of reading the stanza, what does the agonizing about April, memories, and desires in the first lines concern? A time of childhood excitement? Here, then, like the line in German, is another puzzle. Both are puzzles of and for reading; to examine them, we need to articulate more finely the work of reading the text.
The fine details of the text can be consulted to see, and in turn reveal, how they describe exactly how the text should be read. When we are done, we need not remember the analysis; the analysis appears as an articulation of the ordinary work of reading, demonstrably so in that the text can now be read in just this way. It has become a naturally analyzable text, and it is a naturally analyzable text because it has been embedded in the ordinary, naturally analyzable skills of reading. At each turn, the reading of the opening of The Waste Land did not rely on expert knowledge but on the laic skills of ordinary reading.
Once the description of the calculation is understood for what it illuminates, we realize that we do columnar addition using very similar, if not identical, practical devices. The details of the process are extremely fine, as, for example, the question of when and how, from within the course of this process, the practical need for these circumstantial methods arises. Nothing is particularly hidden about the process; we all know how to do such calculations and use similar practical methods to accomplish them.