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How literature connects society
How literature connects society
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Language stands in for the actual substance in absence. How can you prove something exists without it literally being there? How do you describe the color red, or the taste of salt? You present it with a connection: it is the taste of sea water splashing to your face, the glow of sweat after a glorious game, and tears after having your heart break before you. Not being able to have the substance there can limit communication, but moreover it increases the opportunity for literature and language to “play”. Daniel Coleman explores this concept in his book, In Bed with the Word: Reading, Spirituality, and Cultural Politics, with an example of a musical performance. Though there is no life in the actual notes on a page, the pianist can eloquently give them life with each touch of her finger; they burst through the room and can dance with exquisite excitement (Coleman, 84). The text from an author can be given an equal opportunity for a performance as the reader chooses to fill in the gaps where communication is limited. The absence then becomes an even greater presence where the spirit can engage in something grander than itself. Therefore, the reason we read is to fill in the absence and to create a greater connection with the world.
The absence of words is fulfilled by the imagination and knowledge that is required with reading. We are given the opportunity to be isolated with only ourselves and the text that we hold. As each word is read, our imagination gains the role of a creator and we develop something that wasn’t there before opening the text and thereby give ourselves an opportunity to open our minds as well. This spiritual experience is what Coleman often describes in his text. He illuminates the writing as a medium throu...
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...olation… while also reminding us that we are connected to a world beyond our own skins…” (Coleman, ). Reading then holds a profound purpose in our everyday lives of communication and connection to life beyond our individual being.
As we connect through the basics of reading, we become a verse in the grand poem of life, contributing our perspective of an imagination into a grander culture of reading. Our souls are compelled to add presence to each word in the text and to crawl in and fill the gaps that were left in between each line. Our role as the reader is to give life and meaning to what we read. Through our actions as a reader, the text then fulfills its purpose by giving substance and structure to the absence of life.
Works Cited
Coleman, Daniel. In Bed with the Word: Reading, Spirituality, and Cultural Politics. Edmonton: University of Alberta, 2009. Print.
The fear of reading literature and not being able to comprehend the ideas presented forces readers to create a deeper meaning through annotations, as expressed through Billy Collins’ use of comparative imagery and aggressive diction in “Marginalia” and “Introduction to Poetry.” Collins’ choice to
readers a dose of reality and human experience. People read literature and end up learning
I think that the good novelist tries to provide his reader with vivid depictions of certain crucial and abiding patterns of human existence. This he attempts to do by reducing the chaos of human experience to artistic form. And when successful he provides the reader with a fresh vision of reality. For then through the symbolic action of his characters and plot he enables the reader to share forms of experience not immediately his own. And thus the reader is able to recognize the meaning and value of the presented experience as a whole. (Kostelanetz 10)
John expresses a strong importance for reading in Aldous Huxley’s “Brave New World”. In John’s perspective, reading is so important as it is the only gift his mother ever offered him, and it is the only moment they shared together. His mother was never able to show any form of affection towards him nor invest any time to spend with him. The only shared moments they had were when Linda recalled the past and told him anecdotes or taught him how to read. She also gave him the only book she had as a gift; this being the closest form of affection he has ever received from his mother.
In the library she would alternate what types of books they would read. Whenever she would read to him she would read in a way that made you cling to every word the author wrote. In times like these, Rodriguez would become engaged in these books. “I sat there and sensed for the very first time some possibility of fellowship between reader and writer, a communication, never intimate like that I heard spoken words at home convey, but nonetheless personal.” (Rodriguez 228). During this part of Rodriguez’s life, his view towards books changed.
In this analysis, we will be looking at just how Flannery O'Connor accomplished this seemingly impossible task, non-didactic Christian fiction, by examining elements of faith, elements of style, and thematic elements in her writing. While secondary sources are included for perspective, I have focused primarily upon Miss O'Connor's own essays and speeches in my examination of the writer's motivations, attitudes, and technique, most of which are contained in the posthumous collection Mystery and Manners. Unlike some more cryptic writers, O'Connor was happy to discuss the conceptual and philosophical underpinnings of her stories, and this candor is a godsend for the researcher that seeks to know what "makes the writer tick."
I began to read not out of entertainment but out of curiosity, for in each new book I discovered an element of real life. It is possible that I will learn more about society through literature than I ever will through personal experience. Having lived a safe, relatively sheltered life for only seventeen years, I don’t have much to offer in regards to worldly wisdom. Reading has opened doors to situations I will never encounter myself, giving me a better understanding of others and their situations. Through books, I’ve escaped from slavery, been tried for murder, and lived through the Cambodian genocide. I’ve been an immigrant, permanently disabled, and faced World War II death camps. Without books, I would be a significantly more close-minded person. My perception of the world has been more significantly impacted by the experiences I've gained through literature than those I've gained
Duncombe, Stephen. "Introduction to The Cultural Resistance Reader." Critical Encounters with Texts: Finding a Place to Stand. By Margaret Himley and Anne Fitzsimmons. New York: Custom Pub., 2009. 117-23. Print.
Throughout Gerald Graff’s own personal struggle with reading books, he learned that reading critically while also engaging in critical and intellectual discussion could open a whole new world of personal connections he was never able to make before.
Indeed, Wolfgang Iser, in his essay The Reading Process: A Phenomenological Approach published in Reader-Response Criticism [2] argues that the text is as much dependent on the reader as the writer to give it meaning. Therefore, a biased reinvention of the text created by the lone reader becomes an irrelevance because it is the response process in relationship to the text which is important, not the product. Iser points out that the entirety of the potential text is infinitely richer than any of its 'individual realisations' [3].
Ever since I was a child, I've never liked reading. Every time I was told to read, I would just sleep or do something else instead. In "A Love Affair with Books" by Bernadete Piassa tells a story about her passion for reading books. Piassa demonstrates how reading books has influenced her life. Reading her story has given me a different perspective on books. It has showed me that not only are they words written on paper, they are also feelings and expressions.
Literature has many purposes, and opens doors to unique worlds. Through Literature, we discover ourselves and world time and again.
Reading great literature often can help a person look outside of themselves more. In Dickens’s famous novel, David Copperfield, David Copperfield overcomes the tremendously trying circumstances of his youth to become an upstanding man, whereas David’s foil in the story, the villainous Uriah Heep, who grew up in a similar circumstances, turns out to be a rotten and self-interested being. David developed resilience and empathy in his early youth through reading. and Uriah did not. David describes his reading as his “only and [his] constant comfort” (Dickens, p. 58.) Through
Literature is rarely, if ever, merely a story that the author is trying to tell. It is imperative that the reader digs deep within the story to accurately analyze and understand the message the author is trying to portray. Authors tend to hide themselves in their stories. The reader can learn about the author through literary elements such as symbolism, diction, and structure. A good example of this is Robert Frost’s poems The Road Not Taken and Nothing Gold can Stay in which he uses ordinary language unlike many other poets that became more experimental (Frost, Robert. “1.”).
Reading is multi-faceted and can be defined in many different ways. Reading is contextual, in that interpreting the material read is influenced by the reader’s personal experiences and background. Reading is multimodal, and can be expressed through newspapers, blogs, text messaging, social-media, advertisements and the various forms of literary genres. Much of how the reader comprehends their text depends on their purpose for reading. Are they reading for entertainment, to be informed or to be persuaded? Also how the text was chosen has great influence on reading. Was the text assigned or chosen by the reader themselves? Reading is a method of learning. Readers can extend their vocabulary; learn about historical figures, places around the world, and about human expressions and emotions. Multi-faceted nature of this definition of reading should be measured through multiple sources. Assessments should also give students multiple opportunities to express their connections to the