Adler uses his single organizing principle-- the amount of passion of the book owners by the amount that they have handled, read, and marked up their books-- in order to serve his purpose: to show those who truly show a passion and love for books are the ones that end up “ruining” them the most. Those that fall into the categories of never reading or marking those books reveal no deep thinking or analysis, no sign that he or she has sincerely put any more thought into the book than looking at the words on the page. Annotations and notes are a sign of a deeper level of thought, a sign of taking more out of the book than just the story or words at hand. Through the use of classification, the author can split these types of people into categories.
The clear divisions between these book owners distinguish between those who Adler feels truly understand and love the books they own and gain something from them and those that merely own or read books without putting any semblance of effort into making any thoughts or connections to the text. Those, he feels, do not truly understand what it means to “[own] books.”
Colin G. Calloway’s The Scratch of a Pen 1763 and the Transformation of North America is a well researched, effective, and a creative story of North America during the year 1763. Calloway narrates his way through the year 1763 and talks about the effects on American History as a result of the Treaty of Paris 1763. The story illuminates the themes of racism, gender, and republicanism. Calloway has interesting techniques to approach important topics to show the topics significance. His book is very well researched and he cites a lot of different reliable sources to help make understanding the time period easier.
...onally transposing indirect to direct quotation, putting words into people mouths and blending two separate eye witness's accounts. How can one read a novel for knowledge gaining purposes when the structure appears so flawed? The use of modern and old English are combined in the sentence structure. The highly academic vocabulary not only is confusing, but breaks the flow of the book when that is the evident purpose for the format of the book. The confusing order in which Starkey retells events and the ineffective and useless information that is put in for building character personalities.
Through this, the reader understands that the author has an advanced amount of knowledge on the subject she will be covering throughout the novel. Feeling as if there will be no need to question her findings or conclusions (due to her vast educational background and the research she put in), the audience is much more susceptible and therefore predisposed to Ehrenreich’s arguments, making it easier for her to make her case.
When one actually close-reads a small segment one realizes the large amount of information that can be said about just that segment. In this case it was only four pages from Fun Home, and each page seemed to have a life of its own. Page 14 touched upon the relationship between Bruce Bechdel and his family, while page fifteen gave insights into the father-daughter relationship. Then pages 16 and 17 dealt with hidden truths and the creation of false appearances. Then there were the the literary and graphical devices: the extensive use of line, the use of gray shading, stretched panels vs. compact panels, interdependent word-picture relationships, etc. the clear illustrations and relatively simple prose made the process a bit easier, but that opinion may have been different if the process involved close-reading the whole book.
Rather than simply explaining the facts of the novel, authors use literary elements to make the reader think about what he is trying to get across and to make the text more memorable. From an allegory to the tone of writing, these elements will affect the plot and characters that associate with them. These elements can be used in many ways but for Hesse, they were used to help Siddhartha on his journey for enlightenment- introducing him to settings, characters and objects that would eventually help him discover himself.
In conclusion, the brilliant novel “How To Read Literature Like A Professor” by Thomas C. Foster is a fantastic novel that helps grasp the basic ideas and structure that makes up a work of literature. Foster’s laid-back attitude made a major contribution to the great tone of the novel, and made it easier to understand. Many connections were included in the novel, along with some great quotes. After reading this novel, I have a better idea of what to look for when reading a novel.
To quote Ben Jonson,” Weigh the meaning and look not at the words” to put this simply he means do not merely look at what is written literally because often what one is reading is only half of what the author has written. Some authors compose their works, giving the world a thrilling or informative story on the surface, but in actuality their real purpose in writing them is the hidden meanings within or underneath the stories which only those who are truly paying attention will notice and understand. Zone off for just a second and whole world could be missed. Cousteau’s work “How to Swim with Sharks: A Primer” may seem to the inexperienced or uninterested reader an ordinary guide to swimming with sharks, but any who delve deeper will notice
reader creates “supplementary meaning” to the text by unconsciously setting up tension, also called binary opposition. Culler describes this process in his statement “The process of thematic interpretation requires us to move from facts towards values, so we can develop each thematic complex, retaining the opposition between them” (294). Though supplementary meaning created within the text can take many forms, within V...
The fourth philosophical mistake that Adler discusses are known as “Knowledge and Opinion.” The mistake here puts mathematics, investigative science, and history on the side of knowledge and everything else on the side of opinion. This denies the claim that philosophy gives us truth. Many early philosophers believed philosophy was based on opinion. Adler maintains that philosophy is genuine knowledge and, like the empirical sciences, can be knowledge of reality. If philosophy were mere opinion there would be no philosophical mistakes. You know something when you believe something to be true, you have a reason to believe it is true, and it is true. A child can repeat the phrase 2+2=4 but until they understand why that is, they don’t have knowledge.
For balancing, the author makes it reasonable when he makes a connection between the writing and art. In the art is shown the emotion of the characters, the background, and what was going on. Many young readers who have never known about the 1940s in Europe can understand clearly through the art the difficult conditions for Jews then.
...uineness and authenticity to the work which makes it easier to follow and more enjoyable to the reader.
Ansbacher, H., & Ansbacher, R. (1956). The individual psychology of Alfred Adler. New York: Basic Books.
To begin, Adlerian theory is a therapeutic approach that is focused on the individual’s background. The founder of Adlerian Theory is Alfred Adler, a contemporary of Freud and a member of the Vienna Psychoanalytic Society. After years of working with Freud, Adler split from Freud due to his theory of individual psychology; his theory was that a holistic approach must be used to treat individuals. He believed in the psychosocial rather than the psychosexual, which means a focus on the whole human and their connection to the world rather than pleasure-seeking energies (sexual impulses) of the individual.
...e prevalent maneuvers of the writers. By keeping this anxious mood on the reader, the author has captured the undivided attention of the reader. Each word is analyzed and recorded and allows the author the freedom be sly and secretive about the story because he may rest on the fact that his astute readers will find the breadth of his writing and his meanings.
According to American literary critic, E.D. Hirsch, in order to interpret a body of text, one must ask one’s self the only question that can be answered objectively – “what, in all probability, did the author mean to convey?” He believed that the author’s intended meaning equates the meaning of a text and it is in fact, the reader’s duty to uncover the the author’s intentions.