How Not to Re-read Novels: The Critical Value of First Reading.

The temporal dimension of reading became, in the early twentieth century, a source of critical anxiety about the novel's status as high art. As a result, most critical approaches have since implicitly examined novels' forms from the perspective of a reader who has read the whole work. Reimagining cl...

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Publicado en:Journal of Modern Literature Vol. 39; no. 3; pp. 76 - 95
Autor principal: Bronstein, Michaela
Formato: Artículo
Publicado: Indiana University Press Spring2016
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Acceso en línea:Ver este registro en EBSCOhost
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        atl: How Not to Re-read Novels: The Critical Value of First Reading.
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        au: Bronstein, Michaela
        affil: Massachusetts Institute of Technology
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        Story plots
        Reading
        Readership
        Literary explication
        Temporal integration
        Attitude (Psychology)
        Modernism (Literary period)
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          Story plots
          Reading
          Readership
          Literary explication
          Temporal integration
          Attitude (Psychology)
          Modernism (Literary period)
      keyword:
        close reading
        Joseph Conrad
        reading
        rereading
        William Faulkner
      ab: The temporal dimension of reading became, in the early twentieth century, a source of critical anxiety about the novel's status as high art. As a result, most critical approaches have since implicitly examined novels' forms from the perspective of a reader who has read the whole work. Reimagining close reading as attentive instead to the constraints and investments of the first-time reader compels us to rethink both the purposes of modernist formal innovation and the ideal of "critical distance" more broadly. The valorization—today and in the modernist period—of a detached, spatial analyses of fiction neglects the ways in which novelists—even difficult modernists—develop styles designed to keep first-time readers in the flow of the temporal experience of reading. A form of close reading permits a model of critical reading that seeks to recapture, rather than to erase, the experience of first reading.
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