{"id":7089,"date":"2007-03-13T17:48:14","date_gmt":"2007-03-13T17:48:14","guid":{"rendered":"http:\/\/www.earthwidemoth.com\/blog\/2007\/03\/13\/bialostosky-sho\/"},"modified":"2007-03-13T17:48:14","modified_gmt":"2007-03-13T17:48:14","slug":"bialostosky-sho","status":"publish","type":"post","link":"https:\/\/www.earthwidemoth.com\/blog\/2007\/03\/13\/bialostosky-sho\/","title":{"rendered":"Bialostosky, "Should College English Be Close Reading?""},"content":{"rendered":"\u23f3 Approximate reading time: <\/span> 4<\/span> mins<\/span><\/span>

Bialostosky, Don. "Should College English Be Close Reading?" College
\nEnglish<\/i> 69.2 (Nov. 2006): 111-116.<\/p>\n

<\/p>\n

Don Bialostosky’s contribution to the "What Should College English Studies
\nBe?" symposium in the Nov. 2006 College English<\/i> works through the
\nquestion of whether it<\/i> should be close reading.<\/p>\n

His first thought: it should. From there, Bialostosky sorts through his
\nfavor for close reading, shifting the frame from the phrase’s New Critical
\nentrenchment to call for a way of working with texts that uses close<\/i> to
\ndescribe the compatibility of reading with the students’ existing discursive
\nknowledges (e.g., something like NLG’s lifeworlds). Bialostosky refers to the "critical
\nreading" curricular emphasis at Pitt as particularly exemplary in this regard,
\nin what might otherwise be regarded as a blend of SRTOL and reading with an
\nemphasis on "where students are at" when they come to the course. <\/p>\n

It’s a short essay at just five or six pages. Bialostosky makes clear
\nthat rather than appropriating the phrase "close reading," he seeks alternatives
\nto it that help us formulate responses to this: What reading practices to we
\nconsider important enough to teach?<\/i><\/p>\n

I’ll return to this because, in making a case for distant reading as
\nheuristic (and heuretic<\/i>, euretic<\/i>, eureka<\/i>!), I want to argue
\nfor alternatives not only to New Critical close reading but to the reduction of
\nreading practices to interpretive or hermeneutic activities. Instead,
\ndistant reading is also<\/i> (perhaps foremost<\/i>) productive, generative,
\nand inventive, as well aligned, I
\nthink, with rhetorical mobilizations as with interpretive glosses or
\nstabilized-for-now insights into the meaning of texts. Certainly it can
\ncontribute to each. But mustn’t they must be held in check, made into
\nhybrids rather than dyads? That said, distant reading practices
\nmust remain enactive or actionary; they must be additive in the sense that the
\nnew forms of knowledge they proliferate propel us into new ways of thinking
\nrather than folding back into the project of criticism. I like Urban’s
\ndiscussions of inertial and accelerative for this. <\/p>\n

Bialostosky also mentions the responses offered by I.A. Richards to New
\nCriticism. This is another place I should return for drawing distinctions
\nbetween the close reading (New Critics) and distant reading (Moretti).<\/p>\n

Phrases: critical reading (111, 113), unexamined predispositions (112), New
\nCritics (112), unexamined resources (113), discursive knowledge (113), ordinary
\nlanguage (113), productive attentiveness (113, 114), death of close reading
\n(114)<\/p>\n

"Paying close attention<\/b> doesn\u00e2\u0080\u0099t guarantee even minimal understanding or
\nresponse<\/b>" (112).<\/p>\n

"The New Critics were so successful in promulgating and institutionalizing this
\npractice [close reading] that our students come to college English convinced that they can\u00e2\u0080\u0099t
\nunderstand
\npoetry, or literature more generally, because they have learned to distrust
\ntheir
\ninitial uptake<\/b> in order to highlight certain words and build from them a reading
\nthat
\nwill satisfy what they have learned is an institutional demand for deeper,
\nhidden,
\nsymbolic meanings<\/b>. I agree with Robert Scholes, who documents the pervasiveness
\nof this practice, that this kind of close reading is a problem<\/b> college English
\nmust
\naddress and not a practice it should continue" (112).<\/p>\n

"So, paradoxically,
\nI must conclude that close reading in its institutionalized New Critical
\ninstantiation has created the habits and expectations of reading<\/b> literature that
\ncollege
\nEnglish needs to resist and reform<\/b>, or at least articulate and examine<\/b>, not the
\nhabits and expectations it should uncritically cultivate<\/b>" (112).<\/p>\n

"If you wanted, as I do not, to call reading grounded in these repertoires
\n\u00e2\u0080\u009cclose reading,\u00e2\u0080\u009d it would be because they would bring literary works closer to
\nstudents<\/b>,
\nto the discourse they know and use, instead of distancing, even alienating
\nthose works from the language students already know how to use and enjoy<\/b>" (113).<\/p>\n

"I want instead to open a space for considering alternatives<\/b> to New Critical
\nclose
\nreading<\/b> by marking out, without naming, a pedagogical space<\/b> where we teach
\nproductive
\nattentiveness<\/b> to literary texts" (113).<\/p>\n

Here is a lengthy paragraph near the end of the piece in which Bialostosky
\nlists questions that might be addressed in review essays that account for "productive
\nattention to literary texts<\/b>." I have switched it from a paragraph to a
\nlist:<\/p>\n

"To what features of the poem or literary work or text do they direct
\nattention<\/b>?
\nHow do they articulate the relations<\/b> among those features?
\nWhat questions<\/b> do they think are most fruitful in directing their
\nstudents\u00e2\u0080\u0099 attention and to what sorts of evidence<\/b> do they point their
\nstudents in answering those questions?
\nHow do they divide, subordinate, and sequence the parts<\/b> of what they
\nthink worth teaching?
\nHow do they articulate the relation between what is \u00e2\u0080\u009cin<\/b>\u00e2\u0080\u009d the text and
\nwhat is \u00e2\u0080\u009coutside<\/b>\u00e2\u0080\u009d it?
\nHow do they situate the poetic or literary work in relation to discourse in
\nother spheres of communication<\/b> including the vernacular<\/b> and
\ninstitutional<\/b> ones from which their students come?
\nHow do they situate it in relation to other literary texts<\/b>?
\nIn relation to historical<\/b> and cultural<\/b> texts?
\nWhat do they teach their students that literary works do<\/b>, and what do
\nthey teach the students to do with them?
\nWhat traditions, arts, and disciplines<\/b> inform their pedagogies\u00e2\u0080\u0094grammar,
\nrhetoric, dialectic, linguistics, semiotics, ethics, politics, sociology,
\nphilosophy, among them\u00e2\u0080\u0094and from what sources in those disciplines do their
\nreading practices draw?
\nCould they offer a theoretical argument<\/b> for their reading practice
\ngrounded in those arts and disciplines?
\nHave they troubled themselves to articulate the practice they teach with other
\npractices, to respond to criticisms addressed from other disciplines or sources,
\nto differentiate their practices from those who teach under the same banner but
\nteach differently?
\nHow much of their critical orientation<\/b> to other schools and practitioners
\ndo they share with their students and how and when do they share it?
\nWhat kind of writing<\/b> do they ask their students to do, and how is it
\nrelated to their reading<\/b>?" (114).<\/p>\n","protected":false},"excerpt":{"rendered":"

\u23f3 Approximate reading time: <\/span> 4<\/span> mins<\/span><\/span>Bialostosky, Don. "Should College English Be Close Reading?" College English 69.2 (Nov. 2006): 111-116.<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"ngg_post_thumbnail":0,"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_feature_clip_id":0,"_jetpack_memberships_contains_paid_content":false,"footnotes":"","jetpack_publicize_message":"","jetpack_publicize_feature_enabled":true,"jetpack_social_post_already_shared":false,"jetpack_social_options":{"image_generator_settings":{"template":"highway","default_image_id":0,"font":"","enabled":false},"version":2},"jetpack_post_was_ever_published":false},"categories":[167],"tags":[418,128,1020,1408,232,1733,129,679,1606,445,553,1069,1731,1732,327,185,193,180,289,443],"class_list":["post-7089","post","type-post","status-publish","format-standard","hentry","category-reading_notes","tag-attention","tag-close-reading","tag-critical","tag-criticism","tag-discourse","tag-discretion","tag-distance","tag-drift","tag-hermeneutics","tag-knowledge","tag-language","tag-literature","tag-new-criticism","tag-pittsburgh","tag-reading","tag-rhetoric","tag-richards","tag-scholes","tag-space","tag-text"],"yoast_head":"\nBialostosky, "Should College English Be Close Reading?" - Earth Wide Moth<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/www.earthwidemoth.com\/blog\/2007\/03\/13\/bialostosky-sho\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Bialostosky, "Should College English Be Close Reading?" - Earth Wide Moth\" \/>\n<meta property=\"og:description\" content=\"\u23f3 Approximate reading time: 4 minsBialostosky, Don. 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In his contribution to the College English symposium on \"What Should College English Be?\", Rice answers \"new media\" and, more precisely, the aspect of networks as connective, associative phenomenon proliferating throughout the digital, informational orders. \"College English has\u2026","rel":"","context":"In "Networks"","block_context":{"text":"Networks","link":"https:\/\/www.earthwidemoth.com\/blog\/category\/networkacy\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":7086,"url":"https:\/\/www.earthwidemoth.com\/blog\/2007\/03\/08\/provisional-bib\/","url_meta":{"origin":7089,"position":1},"title":"Provisional Bibliography","author":"Derek Mueller","date":"March 8, 2007","format":false,"excerpt":"Below the fold, a provisional bibliography for the dissertation prospectus. Anderson, Chris. The Long Tail. New York: Hyperion, 2006. Ball, Philip. Critical Mass. New York: Farrar, Straus and Giroux, 2004. Barabasi, Alberto-Laszlo. Linked. New York: Perseus, 2002. Bazerman, Charles. \"A Relationship between Reading and Writing: The Conversational Model.\" College English\u2026","rel":"","context":"In "Dissertation"","block_context":{"text":"Dissertation","link":"https:\/\/www.earthwidemoth.com\/blog\/category\/dissertation\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":7314,"url":"https:\/\/www.earthwidemoth.com\/blog\/2011\/01\/09\/missing-cultura\/","url_meta":{"origin":7089,"position":2},"title":"Missing: Cultural Criticism","author":"Derek Mueller","date":"January 9, 2011","format":false,"excerpt":"Alan Liu's MLA 2011 paper, \"Where is Cultural Criticism in the Digital Humanities?\" arrived this morning in Google Reader. Basically, Liu introduces the 4Humanities advocacy initiative and then argues that a lack of cultural criticism in digital humanities may thwart the growth of this emerging field. Making data and making\u2026","rel":"","context":"In "Invention"","block_context":{"text":"Invention","link":"https:\/\/www.earthwidemoth.com\/blog\/category\/invention\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":7014,"url":"https:\/\/www.earthwidemoth.com\/blog\/2006\/08\/10\/ohmann-english\/","url_meta":{"origin":7089,"position":3},"title":"Ohmann, English in America","author":"Derek Mueller","date":"August 10, 2006","format":false,"excerpt":"Ohmann, Richard M. English in America. 1976. New York: Oxford Univ. Press, 1996. Ohmann offers a cross-section of the discipline writ large, the profession, and institutional pressures bearing on English Studies in 1976.\u00a0 English in America might be read as a series of standalone essays; their integration is loose and\u2026","rel":"","context":"In "Writing Technologies"","block_context":{"text":"Writing Technologies","link":"https:\/\/www.earthwidemoth.com\/blog\/category\/writing_technol\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":7091,"url":"https:\/\/www.earthwidemoth.com\/blog\/2007\/05\/02\/mccomiskey-intr\/","url_meta":{"origin":7089,"position":4},"title":"McComiskey, "Introduction" to English Studies","author":"Derek Mueller","date":"May 2, 2007","format":false,"excerpt":"McComiskey, Bruce. \"Introduction.\" English Studies: An Introduction to the Discipline(s). Ed. Bruce McComiskey. Refiguring English Studies Ser. Urbana, IL: NCTE, 2006. 1-66. McComiskey's introduction includes a section called \"The Problem of Specialization,\" in which he explains Stephen North's three responses to specialization before proposing his own solution: integration. North divided\u2026","rel":"","context":"In "Reading Notes"","block_context":{"text":"Reading Notes","link":"https:\/\/www.earthwidemoth.com\/blog\/category\/reading_notes\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":7114,"url":"https:\/\/www.earthwidemoth.com\/blog\/2007\/08\/29\/richards-how-to\/","url_meta":{"origin":7089,"position":5},"title":"Richards, How To Read A Page","author":"Derek Mueller","date":"August 29, 2007","format":false,"excerpt":"Richards, I.A. How To Read A Page. Boston: Beacon Press, 1942. HTRAP demonstrates Richards' variation on close reading. His approach is intent on addressing and resolving (to the extent possible) misunderstanding. Building on the ideas briefly put forward in Speculative Instruments and in Principles of Literary Criticism, Richards says he\u2026","rel":"","context":"In "Methods"","block_context":{"text":"Methods","link":"https:\/\/www.earthwidemoth.com\/blog\/category\/method\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]}],"jetpack_likes_enabled":true,"_links":{"self":[{"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/posts\/7089","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/comments?post=7089"}],"version-history":[{"count":0,"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/posts\/7089\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/media?parent=7089"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/categories?post=7089"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/tags?post=7089"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}