The Idea of Difficulty in LiteratureAlan Carroll Purves SUNY Press, 01/01/1991 - 176 páginas This book redefines the nature of textual difficulty in literature and shows the implications of the new definition for teachers at all levels of education. Contrary to the traditional use of grade levels or readability formulae, the authors redefine difficulty in terms of readers and the texts they meet. They base their arguments on contemporary linguistic theory, on historical and comparative studies of criticism, on literary theory about readers and texts, on post-Freudian psychology, on empirical research concerning the nature of reading literature, and on studies of classrooms, curricula, and testing. What emerges is a coherent work that builds a case for seeing difficulty in literature as a human phenomenon more than a textual one. |
Índice
Introduction | 1 |
DIFFICULTY IN THEORY AND PRACTICE | 5 |
Sources of Difficulty in the Processing of Written Language | 7 |
The Difficulty of Difficulty | 23 |
Literary Theory and the Notion of Difficulty | 51 |
The Difficulty of Reading | 73 |
DIFFICULTY IN PRACTICE AND THEORY | 91 |
Kinds of Understanding Kinds of Difficulties in the Reading of Literature | 93 |
Questions of Difficulty in Literary Reading | 117 |
Making it Hard Curriculum and Instruction as Factors in the Difficulty of Literature | 141 |
Indeterminate Texts Responsive Readers and the Idea of Difficulty in Literature | 157 |
Contributors | 171 |
| 173 | |
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Palavras e frases frequentes
aesthetic allegorical allusions analyzed answer argue authentic Barthes Chuang-tsu classroom complex conventions create critical theory culture curriculum depth of understanding Derrida develop Dickinson difficulty of recall discourse discussion English essays experience Finnegans Wake Freud gymnasium school Hynds I. A. Richards idea of difficulty instruction interpretation involved Iranaeus Jacques Derrida Jacques Lacan Keturah kind knowledge Lacan learning linguistic literal literary reading literary texts literary theory Louise Rosenblatt meaning metaphor nonliterary ordinary prose texts paragraph poem poetry poets preferred habits problematic problems Purves readability reading comprehension reading process recall and depth reference relation response Richards Roland Barthes Rosenblatt sense Sir Kay sort spoken language story Strether structure T. S. Eliot teacher questions Teaching of Literature textual Theaetetus things thought tion tradition trans University Press Wharton Wolfgang Iser words writing written language York