Del 0 - SUNY series, Literacy, Culture, and Learning: Theory and Practice

Idea of Difficulty in Literature

Häftad, Engelska, 1991

559 kr

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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.

Produktinformation

Utgivningsdatum1991-09-10
Mått152 x 229 x 25 mm
Vikt318 g
FormatHäftad
SpråkEngelska
SerieSUNY series, Literacy, Culture, and Learning: Theory and Practice
Antal sidor176
FörlagState University of New York Press
ISBN9780791406748

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Litteraturvetenskap inom Skönlitteratur

IntroductionAlan C. Purves PART I. DIFFICULTY IN THEORY AND PRACTICE 1. Sources of Difficulty in the Processing of Written LanguageWallace Chafe 2. The Difficulty of DifficultyHazard Adams 3. Literary Theory and the Notion of DifficultyWilliam Touponce 4. The Difficulty of ReadingHelen Regeiro Elam PART II. DIFFICULTY IN PRACTICE AND THEORY 5. Kinds of Understanding, Kinds of Difficulties in the Reading of LiteratureGunnar Hansson 6. Questions of Difficulty in Literary ReadingSusan Hynds 7. Making it Hard: Curriculum and Instruction as Factors in the Difficulty of LiteratureMartin Nystrand 8. Indeterminate Texts, Responsive Readers, and the Idea of Difficulty in LiteratureAlan C. Purves Contributors Name Index

"I like the fact that this collection revolves around a single phenomenon, but examines that phenomenon from a range of different disciplinary perspectives — literary criticism, cognitive psychology, linguistics, educational research, post-structuralist criticism, etc. This text should be useful in addressing a central ambiguity in secondary and college literature instruction — the conflict between the need to provide 'appealing/relevant' texts and the need to intellectually challenge students." — Richard Beach, University of Minnesota