Curriculum, Engaged reading

Engaged reading, part II: engaged annotation

In the way that we were taught to annotate texts in school, a standard annotation might have pursued a formula something like the following: ‘on this page, such and such character does such and such. This connects with the novel’s overall theme of blank, producing the holistic theme of blank.’  This is obviously simplified, but… Continue reading Engaged reading, part II: engaged annotation

Curriculum, Engaged reading

Engaged reading, part I: antipodiatry

In the way most of us have been trained to read literature, we regard characters in a text as entities outside ourselves from whom we have nothing to learn. This is why we call the practice ‘criticism:’ we make up ‘theses’ as to the characters’ motives and meanings, justify these theses with ‘evidence,’ and deliver… Continue reading Engaged reading, part I: antipodiatry