Paraphrases
Firstly, I want to offer a check-list of the kind of operations we perform when we tackle textuality without any particular resort to theory. - When interpreting a text in the traditional close reading, a reader usually has a couple of elements he carries out, without using any theory.
We will always need these ten elements of interpretation. Literary criticism can never grow out of them, and they can never be superseded. - Barry states that these ten basics are necessary but not quite enough to understand a text.
A third area for theory is that of the relationship between literature and gender. In the case of this poem, the gender issue is pretty stark. We might ask the question, what are the signs in this poem that it is written by a man rather than a woman? - Dealing with literature and gender the author points out that the choice of words based on cultural stereotypes tells us if the poem is written by a man or a woman.
What is working here, then, is a psychological process: often, the best way to conceal something is to reveal it, to hide it in the open, as is sometimes said. - Finally, the author explains the relationship between literature and psychoanalysis by pointing out how the writer of the poem uses a pre-emptive strategy to hide something by revealing it.
So the deconstructor looks for such things as, firstly, contradictions, secondly, linguistic quirks and aporia, thirdly, shifts or breaks (in tone, viewpoint, tense, person, attitude, etc.), and finally, absences or omissions. - The deconstructive reading elements pointed out by author are: contradiction, aporia, shifts and absences.
Quotation
Textuality
Literary theory
Literature and history
Literature and language
Literature and gender
Literature and psychoanalysis
Pre-emptive strategy
Deconstructive reading
A short review
I find Barry’s article very interesting. I agree with his main argument and his ideas which he points out and believe that it leads to better understanding of a text. His use of examples makes it easier to understand his views. Although, I had to read it over several times because his use of language made it somewhat difficult to follow. The last part about deconstructive reading, in particular, was a bit hard to follow. The analysis is a mighty task and not quite inspiring.
söndag 2 maj 2010
måndag 19 april 2010
A summary of Peter Barry’s “Tackling Textuality – With Theory”
In ”Tackling Textuality – With Theory” Peter Barry states that interpreting texts in a traditional way is an insufficient method and suggest to add four major parts to make a more complete approach, i.e. the literary theory. The author illustrates this by using an example of Shakespeare’s Sonnet 73.
When interpreting a text in the traditional close reading, a reader usually has a couple of elements he carries out, without using any theory. Barry lists these as follows:
1. The reader looks for some overall structural pattern
2. The reader looks for similarity beneath apparent dissimilarity
3. The reader distinguishes between overt and covert content
4. The reader distinguishes between meaning and significance
5. The reader thinks in terms of genre
6. The reader reads the literal as metaphorical
7. The reader reads the surface of the work in precise literal words
8. The reader looks for micro - patterns in literary works
9. The reader identifies stages phases within a literary work
10. The reader reads in linguistic period, aware of semantic change
Barry states that these ten basics are necessary but not quite enough to understand a text. Therefore a literary theory that reveals certain things is much more reliable. The four features that Barry says will help us to reach beyond the text are:
1. Relationship between literature and history
2. Relationship between literature and language
3. Relationship between literature and gender
4. Relationship between literature and psychoanalysis
To demonstrate this, the author interprets a poem of Shakespeare, mentioned earlier. Having in mind the first and the second element of his theory, Barry tells us that we know more about the world and time of Shakespeare by the way of describing it. Some word choices in the poem can be interpreted both literarily and metaphorically. This means that the poem can tell us two things in the same time.
Dealing with literature and gender the author points out that the choice of words based on cultural stereotypes tells us if the poem is written by a man or a woman. In this case, the writer is a man.
Finally, the author explains the relationship between literature and psychoanalysis by pointing out how the writer of the poem uses a pre-emptive strategy to hide something by revealing it.
Later on, the author uses two different examples by applying only the second aspect of his theory. He does so in order to help us understand the deconstructive reading, which has close connotations with traditional close reading, but also in the same time, with literary theory. The deconstructive reading elements pointed out by author are: contradiction, aporia, shifts and absences. Each element is illustrated as a final point in the both examples. The author reveals the disunity of text in both cases.
Key words:
Literary theory
Close reading
Text interpretations
Literature
Deconstructive reading
Disunity
When interpreting a text in the traditional close reading, a reader usually has a couple of elements he carries out, without using any theory. Barry lists these as follows:
1. The reader looks for some overall structural pattern
2. The reader looks for similarity beneath apparent dissimilarity
3. The reader distinguishes between overt and covert content
4. The reader distinguishes between meaning and significance
5. The reader thinks in terms of genre
6. The reader reads the literal as metaphorical
7. The reader reads the surface of the work in precise literal words
8. The reader looks for micro - patterns in literary works
9. The reader identifies stages phases within a literary work
10. The reader reads in linguistic period, aware of semantic change
Barry states that these ten basics are necessary but not quite enough to understand a text. Therefore a literary theory that reveals certain things is much more reliable. The four features that Barry says will help us to reach beyond the text are:
1. Relationship between literature and history
2. Relationship between literature and language
3. Relationship between literature and gender
4. Relationship between literature and psychoanalysis
To demonstrate this, the author interprets a poem of Shakespeare, mentioned earlier. Having in mind the first and the second element of his theory, Barry tells us that we know more about the world and time of Shakespeare by the way of describing it. Some word choices in the poem can be interpreted both literarily and metaphorically. This means that the poem can tell us two things in the same time.
Dealing with literature and gender the author points out that the choice of words based on cultural stereotypes tells us if the poem is written by a man or a woman. In this case, the writer is a man.
Finally, the author explains the relationship between literature and psychoanalysis by pointing out how the writer of the poem uses a pre-emptive strategy to hide something by revealing it.
Later on, the author uses two different examples by applying only the second aspect of his theory. He does so in order to help us understand the deconstructive reading, which has close connotations with traditional close reading, but also in the same time, with literary theory. The deconstructive reading elements pointed out by author are: contradiction, aporia, shifts and absences. Each element is illustrated as a final point in the both examples. The author reveals the disunity of text in both cases.
Key words:
Literary theory
Close reading
Text interpretations
Literature
Deconstructive reading
Disunity
tisdag 30 mars 2010
The grading of children in primary school
Two weeks ago, I returned the test results in Spanish to my seventh-grade pupils. After going through the test, a question popped up, as I suspected: What grade does this result correspond to? I explained to them that I would not give them grades but, in its place, give them feedback on what they had achieved. They were requested to look again and see after what objectives they achieved. A few confused eyes were still looking for my intention and asked me the same question again.
A grade means everything to a pupil. It is hard to explain that it is the learning process and what they learn that counts instead. As long as pupils continue to orientate towards grades, they will lose interest in learning itself. But, this is, of course, not their fault. Our politicians have had this debate about grading for a long time now. What is best for our pupils – to grade them or not?
I cannot see grading as a positive thing; mainly because pupils focus more on getting a grade then challenge them to develop learning. It is a real challenge for a teacher as well to motivate students to study and explain what use they will have with their studies. We just have to find our ways. I believe that pupils should not be exposed for grades, especially not in primary school. If they learn to focus on wrong thing at early age, than we have to struggle even more in secondary school to change that focus.
Some people may say that grades motivate learning. Grades might have the impression that they stimulate learning, when they in fact only stimulate pupils to do as much as they believe satisfies the teacher. There is no learning taking place, because all the facts they have “learned” one week will be gone until next, when it’s time for a new test to take place. One might think that pupils need some kind of feedback so they can work more successfully, which is totally true; but grades are simply not appropriate means of accomplishment in this case.
Furthermore, there is a problem with being just in grading. Teachers may give different grades when it comes to a single piece of work. A colleague may give a “vg” on an assignment, where I would give a “g”. So why put our children through this? In today’s school all students have to pass all the subjects. They are expected to be good at everything, even if we know the simple true that we cannot be experts in everything. But why then put a label on them, by grading? Aren’t we contributing to a lower self-esteem in doing so?
My point is that learning in itself does not have to be graded in scales. A feedback on what one have learnt and what improvements can be done, can be made by other means, like written comments. Grading is not the answer. The main problem of this issue tends to be the orientation in schools. It simply has to change from a grade orientation to a learning orientation.
Two weeks ago, I returned the test results in Spanish to my seventh-grade pupils. After going through the test, a question popped up, as I suspected: What grade does this result correspond to? I explained to them that I would not give them grades but, in its place, give them feedback on what they had achieved. They were requested to look again and see after what objectives they achieved. A few confused eyes were still looking for my intention and asked me the same question again.
A grade means everything to a pupil. It is hard to explain that it is the learning process and what they learn that counts instead. As long as pupils continue to orientate towards grades, they will lose interest in learning itself. But, this is, of course, not their fault. Our politicians have had this debate about grading for a long time now. What is best for our pupils – to grade them or not?
I cannot see grading as a positive thing; mainly because pupils focus more on getting a grade then challenge them to develop learning. It is a real challenge for a teacher as well to motivate students to study and explain what use they will have with their studies. We just have to find our ways. I believe that pupils should not be exposed for grades, especially not in primary school. If they learn to focus on wrong thing at early age, than we have to struggle even more in secondary school to change that focus.
Some people may say that grades motivate learning. Grades might have the impression that they stimulate learning, when they in fact only stimulate pupils to do as much as they believe satisfies the teacher. There is no learning taking place, because all the facts they have “learned” one week will be gone until next, when it’s time for a new test to take place. One might think that pupils need some kind of feedback so they can work more successfully, which is totally true; but grades are simply not appropriate means of accomplishment in this case.
Furthermore, there is a problem with being just in grading. Teachers may give different grades when it comes to a single piece of work. A colleague may give a “vg” on an assignment, where I would give a “g”. So why put our children through this? In today’s school all students have to pass all the subjects. They are expected to be good at everything, even if we know the simple true that we cannot be experts in everything. But why then put a label on them, by grading? Aren’t we contributing to a lower self-esteem in doing so?
My point is that learning in itself does not have to be graded in scales. A feedback on what one have learnt and what improvements can be done, can be made by other means, like written comments. Grading is not the answer. The main problem of this issue tends to be the orientation in schools. It simply has to change from a grade orientation to a learning orientation.
söndag 14 mars 2010
Love deserves to be the Christmas gift of the year 2010
How many times haven’t you felt that you just have to buy a lot of meaningless stuffs for Christmas because you haven’t had the time to really make your gifts more personal? Every year we spend thousands of crowns on Christmas gifts. One or two might be very thoughtful gifts but the rest of them are often just garbage and you buy them because you feel that you need to do it since everybody else is doing it as well. And not to mention all the money we spend, feeling in the same time, that we can’t afford everything. A simple thing like spending time with your family instead would be much more appreciated gift.
Our stressful lifestyle today does not permit us to socialize as much as we maybe wish for with our nearest and dearest. We are always in a hurry, we need to get millions of things done in one day and than if we have time or if we don’t feel too tired we spend some quality time with our families. To show some appreciations for each other, to listen to each other, seems not to have the priority in the everyday life. Therefore it would be convenient to dedicate ourselves and our love to our families at least for Christmas.
I am not saying no to material things, especially not for our youngest. Of course they need both love and things to be happy about. Admittedly, the joy we see in their eyes once they open their gifts is a gift for us in itself. Yet many adults can feel the pressure to give away the perfect gift ending up buying another pointless thing that will collect dust on the ceiling. Why spend all that money because of the pressure?
A convivial time together and appreciation for being together doesn’t have to cost anything. Isn’t it a perfect gift? I maintain that love shown in different ways can spread a lot of more joy than any material thing can do. Instead of helter-skelter kind of shopping in hasty Christmas time, let’s just relax, take time for each other and simply be together. In a word, let’s balance our lives with all these other things we have time for and give each other a simple Christmas gift this year: love!
Our stressful lifestyle today does not permit us to socialize as much as we maybe wish for with our nearest and dearest. We are always in a hurry, we need to get millions of things done in one day and than if we have time or if we don’t feel too tired we spend some quality time with our families. To show some appreciations for each other, to listen to each other, seems not to have the priority in the everyday life. Therefore it would be convenient to dedicate ourselves and our love to our families at least for Christmas.
I am not saying no to material things, especially not for our youngest. Of course they need both love and things to be happy about. Admittedly, the joy we see in their eyes once they open their gifts is a gift for us in itself. Yet many adults can feel the pressure to give away the perfect gift ending up buying another pointless thing that will collect dust on the ceiling. Why spend all that money because of the pressure?
A convivial time together and appreciation for being together doesn’t have to cost anything. Isn’t it a perfect gift? I maintain that love shown in different ways can spread a lot of more joy than any material thing can do. Instead of helter-skelter kind of shopping in hasty Christmas time, let’s just relax, take time for each other and simply be together. In a word, let’s balance our lives with all these other things we have time for and give each other a simple Christmas gift this year: love!
lördag 20 februari 2010
Why does consumption increase even in a recession?
The western lifestyle does not seem to change, not even in bad times. Is this an effect of this so-called consumption society? Maybe it is so. A recession as such implies that the people’s economy becomes worse and therefore the consumer habits changes. But, apparently this is not the case in Sweden.
How can we explain that consumption increases in a recession? My opinion is that the people, in general, do not believe that we really are going through big economic crises. Of course, the person who has experienced this by losing his/her job or similar, may be of other opinion. But in general, I believe that most of us continue spending money as if the recession does not concern us. To experience a real economic crisis means that our welfare is extremely threaten, which seems not to be the case today. People can still afford the most of things they wish for. Maybe, we don’t go and by the newest car of the latest model, but we are going to by a car if we want to. Maybe, we don’t go and by a house, but we could if we really wanted to. Maybe, we don’t go and by three pair of shoes this month, but we are going to by two pairs of shoes! My point, however, is that the term recession has many different definitions in different countries. Or, what is most probable is that the recession has affected us all in one way or another, but with great differences between the countries.
I do believe though, that some consumer habits have changed in our part of the world. This includes mostly luxury articles. My opinion is that consumers don’t spend a lot of money buying expensive food and are not paying visit to expensive restaurants as often as before. Also, I think that some people may have changed their habits regarding transportation. Since the petrol has become more expensive, people seek cheaper solutions and takes train and bus instead of driving their own car. But, otherwise, people keep spending their money. Nevertheless, spending money in bad times might stimulate the economy. This means that the demand increases and the production in turn.
To sum up, I think that we actually are not living in tough times. Therefore the reason why people continue consuming. Another reason could be however that the consumption stimulates the economy. Regardless, our lifestyle does not change, for now.
The western lifestyle does not seem to change, not even in bad times. Is this an effect of this so-called consumption society? Maybe it is so. A recession as such implies that the people’s economy becomes worse and therefore the consumer habits changes. But, apparently this is not the case in Sweden.
How can we explain that consumption increases in a recession? My opinion is that the people, in general, do not believe that we really are going through big economic crises. Of course, the person who has experienced this by losing his/her job or similar, may be of other opinion. But in general, I believe that most of us continue spending money as if the recession does not concern us. To experience a real economic crisis means that our welfare is extremely threaten, which seems not to be the case today. People can still afford the most of things they wish for. Maybe, we don’t go and by the newest car of the latest model, but we are going to by a car if we want to. Maybe, we don’t go and by a house, but we could if we really wanted to. Maybe, we don’t go and by three pair of shoes this month, but we are going to by two pairs of shoes! My point, however, is that the term recession has many different definitions in different countries. Or, what is most probable is that the recession has affected us all in one way or another, but with great differences between the countries.
I do believe though, that some consumer habits have changed in our part of the world. This includes mostly luxury articles. My opinion is that consumers don’t spend a lot of money buying expensive food and are not paying visit to expensive restaurants as often as before. Also, I think that some people may have changed their habits regarding transportation. Since the petrol has become more expensive, people seek cheaper solutions and takes train and bus instead of driving their own car. But, otherwise, people keep spending their money. Nevertheless, spending money in bad times might stimulate the economy. This means that the demand increases and the production in turn.
To sum up, I think that we actually are not living in tough times. Therefore the reason why people continue consuming. Another reason could be however that the consumption stimulates the economy. Regardless, our lifestyle does not change, for now.
söndag 7 februari 2010
Assignment 1
1. Define the term “style” in the context of (academic) writing.
Style in the academic world would mean a specific way of formal writing. The use of language is more complex, for example correct use of grammar and adequate language, in other words, the use of slang and personal language is very inappropriate.
2. Formal and informal writing.
I have chosen the following texts:
“I learned from my children’s karate classes that the elbow is the strongest point on your body. If you are close enough to use it, do! If you are ever thrown into the trunk of a car, kick out the back taillights and stick your arm out the hole and start waving like crazy. The driver won’t see you but everybody else will. This has saved lives.”
Tips on Staying Safe…for Women
http://powertochange.com/s/33/tags/health/
“Most competence for action in the field of health is held by Member States, but the EU has the responsibility, set out in the Treaty, to undertake certain actions which complement the work done by Member States, for example in relation to cross border health threats, patient mobility, and reducing health inequalities.”
Health strategy
http://ec.europa.eu/health/ph_overview/strategy/health_strategy_en.htm
The first text from above is a type of informal writing. The everyday use of language and personal opinion makes it informal, while the second one, on the other hand, is type of formal writing. The other difference between the texts is that they are intended for different readers.
3. Two very short texts
Formal:
“Study abroad gives you a great educational opportunity. Students can choose among a wide range of courses in a variety of disciplines. Beside the education the students are also given the opportunity to explore the culture of a certain country.”
Informal:
“Study abroad is a really cool experience. Not only have I improved my English, but have seen the world through other glasses. I managed to pass my courses and have had a great time with my new friends, partying, travelling and just hanging out.”
1. Define the term “style” in the context of (academic) writing.
Style in the academic world would mean a specific way of formal writing. The use of language is more complex, for example correct use of grammar and adequate language, in other words, the use of slang and personal language is very inappropriate.
2. Formal and informal writing.
I have chosen the following texts:
“I learned from my children’s karate classes that the elbow is the strongest point on your body. If you are close enough to use it, do! If you are ever thrown into the trunk of a car, kick out the back taillights and stick your arm out the hole and start waving like crazy. The driver won’t see you but everybody else will. This has saved lives.”
Tips on Staying Safe…for Women
http://powertochange.com/s/33/tags/health/
“Most competence for action in the field of health is held by Member States, but the EU has the responsibility, set out in the Treaty, to undertake certain actions which complement the work done by Member States, for example in relation to cross border health threats, patient mobility, and reducing health inequalities.”
Health strategy
http://ec.europa.eu/health/ph_overview/strategy/health_strategy_en.htm
The first text from above is a type of informal writing. The everyday use of language and personal opinion makes it informal, while the second one, on the other hand, is type of formal writing. The other difference between the texts is that they are intended for different readers.
3. Two very short texts
Formal:
“Study abroad gives you a great educational opportunity. Students can choose among a wide range of courses in a variety of disciplines. Beside the education the students are also given the opportunity to explore the culture of a certain country.”
Informal:
“Study abroad is a really cool experience. Not only have I improved my English, but have seen the world through other glasses. I managed to pass my courses and have had a great time with my new friends, partying, travelling and just hanging out.”
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