Wednesday, July 27, 2016

The Logic of Reading

Merriam-Webster defines intellectual as “relating to the ability to think in a logical way.”  To be truly intellectual, one must be able to think through an idea step by step, in order to obtain the final solution to the problem in front of them. 
In this way, reading literature is, like Foster claims, a highly intellectual activity.  In order to effectively read literature, one must be able to uncover a set of symbols to truly grasp the meaning, which involves decrypting the author’s message using logic. 
To fully understand the author’s message, Foster says that readers must use what’s called the “language of reading.”  These are various devices that essentially work like tools on a tool belt; each one has its own specific use that can help to establish a structure, in this case the author’s true meaning.  Foster describes it as “a grammar of literature” made up of “a set of conventions and patterns, codes and rules” that can be used to further understand a textual message (xxiv).  This “grammar of literature” makes the analysis of a passage or story possible.  Typical conventions like character archetypes and plot structures help the reader fully understand what the author is really wanting to say with his story.  An example of this Marvel’s new “superhero” movie, Deadpool.  Although Marvel does it in a different fashion, they use the several character archetypes in order to illustrate the plot of the story, and make it more relatable to the reader.  Instead of having names of the actors, Marvel elected to have the archetype that each character played as their introduction to the audience.
This type of reading allows the reader to engage the text further than if he or she were to simply read it for the subject matter.  By really thinking about and engaging with the hidden messages, the reader can connect further with the author, and potentially engage further with what the author meant. 

When he says “reading like a professor,” Foster means to read closely and look for parts of the story that others would normally oversee.  In literature, this can be applied to the symbols and allegories that authors use to make their stories more intricate and involved. 

6 comments:

  1. Sir Sweeney, I enjoyed your blog on Foster’s quote: “Reading literature is a highly intellectual activity,” partly because it was the same prompt I wrote on but I liked how you used movie references to bring across your point and I wish I would’ve done the same. I can even see how you might be able to take it a step further. I would incorporate the “Marvel’s new “superhero” Deadpool” and the “tools on a tool belt” together to create an entire comic book hero theme. The tool belt can morph into a utility belt of sorts with different gadgets and the reader is the masked man/woman or caped crusader that tackles the text almost like a detective looking for clues in order to find meaning in the literature (if you were to say true to the whole superhero concept). You could write a paper on that.

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  2. Sir Sweeney, I enjoyed your blog on Foster’s quote: “Reading literature is a highly intellectual activity,” partly because it was the same prompt I wrote on but I liked how you used movie references to bring across your point and I wish I would’ve done the same. I can even see how you might be able to take it a step further. I would incorporate the “Marvel’s new “superhero” Deadpool” and the “tools on a tool belt” together to create an entire comic book hero theme. The tool belt can morph into a utility belt of sorts with different gadgets and the reader is the masked man/woman or caped crusader that tackles the text almost like a detective looking for clues in order to find meaning in the literature (if you were to say true to the whole superhero concept). You could write a paper on that.

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  3. Chip,
    I love the idea that as we read through texts us readers must use our “tools” from our “tool belt” to decipher and understand the text before us. Reading is such an active and intellectual activity that can often leave one’s mind feeling cloudy and sometimes it feels like a chore, but this new outlook that we are eagerly reading through a text using our minds to find the deeper meanings or allusions to another text is far more exciting. It’s like we, as readers and as students, are on a treasure hunt trying to find the hidden gold within the words. Overall a much more exciting way to think about reading.

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  4. Chip,
    I agree that we have to work through symbols to find the true meaning behind a text. It is very similar to a math equation, which also a very logical activity. One has to put symbols together and work through to find the meaning just as does in a math problem. This helps me understand how to find the meanings and messages that the author conveys which always makes reading much more pleasurable for myself. The "tool belt" reminds me of formulas which are used to help one solve a math equation much easier, just as the "tool belt" helps one find the meaning from the collection of symbols. Usually logic and emotion are thought to be at different ends of a spectrum but in the case of literature one uses logic to find emotion.

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  5. Chip,
    I agree that we have to work through symbols to find the true meaning behind a text. It is very similar to a math equation, which also a very logical activity. One has to put symbols together and work through to find the meaning just as does in a math problem. This helps me understand how to find the meanings and messages that the author conveys which always makes reading much more pleasurable for myself. The "tool belt" reminds me of formulas which are used to help one solve a math equation much easier, just as the "tool belt" helps one find the meaning from the collection of symbols. Usually logic and emotion are thought to be at different ends of a spectrum but in the case of literature one uses logic to find emotion.

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  6. Chip, your piece on the importance of active engagement with text highlights a critical part of approaching literature like a professor. Your reference to Marvel’s Deadpool raises an interesting point, stressing the importance of archetypes in literature and media. It also raises a question: Does Marvel’s choice to reveal the archetypes of respective characters during the beginning of the movie add or detract from the overall efficacy of the story? Should the reader or audience be allowed to draw these connections themselves, or should the narrator outline them even if it might taint the authenticity of the reading or viewing experience?

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