Studying Fiction
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Studying Fiction
This guide offers an introduction to the basic skills and intellectual tools required for making a study of fiction. It presents an explanation of the most common features of prose, using practical examples drawn from six short stories which are included as part of the study programme. The book is carefully structured in logical steps intended to lead the reader from attentive reading (to help produce a description of the piece), through analysis (inspecting, comparing and evaluating writing) to interpretation (making judgements on pieces of work and adopting different points of view). The overlapping of certain points and techniques is also explained and the book offers advice on spotting and analyzing specific writing techniques, gives practical advice on how to set about studying (keeping notes, organizing the page of work, drafting answers and so on) and offers self-assessment exercises and a detailed glossary. Under "Course Work", the book also suggests topics for discussion and essay topics for those using the book in a tutor-led setting.
Studying Fiction
Studying Fiction provides a clear rationale alongside ideas and methods for teaching literature in schools from a cognitive linguistic perspective. Written by experienced linguists, teachers and researchers, it offers an overview of recent studies on reading and the mind, providing a detailed guide to concepts such as attention, knowledge, empathy, immersion, authorial intention, characterisation and social justice. The book synthesises research from cognitive linguistics in an applied way so that teachers and those researching English in education can consider ways to approach literary reading in the classroom. Each chapter: draws on the latest research in cognitive stylistics and cognitive poetics discusses a range of ideas related to the whole experience of conceptualizing teaching fiction in the classroom and enacting it through practice provides activities and reflection exercises for the practitioner encourages engagement with important issues such as social justice, emotion and curriculum design Together with detailed suggestions for further reading and a guide to available resources, this is an essential guide for all secondary English teachers as well as those teaching and researching in primary and undergraduate phases.
Reading Fiction in Antebellum America
James L. Machor offers a sweeping exploration of how American fiction was received in both public and private spheres in the United States before the Civil War. Machor takes four antebellum authors—Edgar Allan Poe, Herman Melville, Catharine Sedgwick, and Caroline Chesebro'—and analyzes how their works were published, received, and interpreted. Drawing on discussions found in book reviews and in private letters and diaries, Machor examines how middle-class readers of the time engaged with contemporary fiction and how fiction reading evolved as an interpretative practice in nineteenth-century America. Through careful analysis, Machor illuminates how the reading practices of nineteenth-century Americans shaped not only the experiences of these writers at the time but also the way the writers were received in the twentieth century. What Machor reveals is that these authors were received in ways strikingly different from how they are currently read, thereby shedding significant light on their present status in the literary canon in comparison to their critical and popular positions in their own time. Machor deftly combines response and reception criticism and theory with work in the history of reading to engage with groundbreaking scholarship in historical hermeneutics. In so doing, Machor takes us ever closer to understanding the particular and varying reading strategies of historical audiences and how they impacted authors’ conceptions of their own readership.