Archive | July, 2013

Polar Equation

27 Jul

Literature, its theories, approaches, critical circles, taking a more mathematical approach than mathematical fields, at times; assuming more shapes than any geometric entertainment.  It’s the varying voracity of page, authorial intent, that brings new cognitive avenues.  There are more sides to this, as there are innumerable methods of textual interpretation, response.  Yes, validation is unworldy, but by whom?  WE, as our own readers should decide.

Do what works for you.

This experience: reading, reacting, learning, the Artful enrichment from process, is for you.  Is about You, reader.  So, yes, it is mathematical, but with new shape, profile.  The aim is not some petty grade, but elevated connectedness.  Between you, the Author; You, the text; You, your reading session and practice; between you, and You.

(7/27/13)

Page 1 to End

23 Jul

The problem with categorization is that it simplifies.  Oftentimes oversimplifying.  This only harms Literature, Critical Theories and reads surrounding.  Is Plath a pessimist or optimist?  As a reader, we should respond, “Those are my only choices?” Authors like Plath, Poe, Faulkner, or anyone you’ll be reading in class, are far more expansive and multi-dimensional to simply, lazily, place into a category.  Category invites problems.  In fact, it’s a form of censorship for readers when considering a deeper understanding of the Author they’re reading, especially when writing a reaction.  The Author’s persona content should be described with reactive prose, paragraphed, demonstrative of the connection between reader and Author, what’s happened in the sequenced reads.

(7/23/13)

Journal Circle

17 Jul

Ideas are only ideas.  Till they’re written.  That’s why we as readers, writers, critical readers and writers, need to keep our pens moving, not worry what’s being put onto page.  Just write.  That’s it.  And what “it” is: the process, not so much the product, or the submitted assignment.  This creates its own moment, time sense, when we write.  Our own world, absent of time zones.  The Author we’re reading antagonizes us, then couples with our reactions.  This, the process, what matters.  Pages begetting more pages.  Literature predicates itSelf on this cyclical nature and speech.  It’s neither reiteration nor redundancy.  Just an echoing state.

(7/16/13)

Notes, 7/13/13

13 Jul

Preoccupation with the academic context disrupts the student’s experience with a text.  The assignment, or whatever syllabus-anchored item approaches or is present, need not be repeated, overemphasized.  Reader-Response is about exploration of a text.. interpretive, cognitive, analytical freedom.  Authors don’t assemble manuscripts with one interpretation in mind.  Some don’t write with a message in mind, at all.  Just as a reader shouldn’t have a prompt or question set, or point total, trafficking in their mind while turning pages.  The student should be unchained, invited, guided only when necessary by professor.

This ties into journal usage, intricately and intimately.  Students of Literature should log their findings, questions, respond to specific lines, capture quotes, certain evidences bolstering some idea or position they’re formulating.  The freedom they find in reading should be transferred to text.  This encourages the student to read, and WRITE, well.  From this sense of ownership and owned onus.

Knowing You Know. Before You REALLY Know.

11 Jul

A notion prematurely cemented in a reader’s interpretive vision, about an Author, prior to reading one of their pieces, can kill that reader’s appreciation.  How can you have familiarity with a Creator’s work before making intellectually honest efforts to evaluate, explore it?  Yes Sylvia Plath committed suicide, but if a reader actually pauses to survey the expository expedience in her pieces, they’d find a penner with uniquely shaped scribble stretches, overwhelmingly overshadowing how she ended her days.  Poe as well.  Often readers enter into his works with an acceptance of what they’ve heard, before genuine evaluation, readership.  They don’t ‘know’.  ‘Knowing’, comes from reading; a voluminous cogitation of the pages in front of you.  Not resigning to rumor.

 

(7/10/13)

Starting

10 Jul

7/10/13.  The reaction to Literature Humanizes it, gives it even more Life.  We, as readers, propel and nurture this continuum.  And we should, as it’s what keeps Literature truly alive.  In our reactions, we relay our thought, opinions, life after reading a selected piece.  And this isn’t Literary Theory, as it’s not in any way theoretical.  It, the act of reading and reacting in writing, in our journals, or logs, is entirely actual.  WE form our own paginated actuality with our reading ways, habits, in the relationships we form with texts.  Like traffic zooming by, so do our ideas.  Our job is to trap them, have them written, for others to read, to forward this beneficially circular exchange.