Critical Reading Across the Curriculum: Humanities PDF
Preview Critical Reading Across the Curriculum: Humanities
CriticalReadingAcrosstheCurriculum Critical Reading Across the Curriculum Volume1:Humanities EditedbyRobertDiYanniandAntonBorst Thiseditionfirstpublished2017 ©2017JohnWiley&Sons,Inc. Allrightsreserved.Nopartofthispublicationmaybereproduced,storedinaretrievalsystem,ortransmitted, inanyformorbyanymeans,electronic,mechanical,photocopying,recordingorotherwise,exceptas permittedbylaw.Adviceonhowtoobtainpermissiontoreusematerialfromthistitleisavailableat http://www.wiley.com/go/permissions. TherightofRobertDiYanniandAntonBorsttobeidentifiedastheauthorsoftheeditorialmaterialinthis workhasbeenassertedinaccordancewithlaw. RegisteredOffices JohnWiley&Sons,Inc.,111RiverStreet,Hoboken,NJ07030,USA EditorialOffice 350MainStreet,Malden,MA02148-5020,USA Fordetailsofourglobaleditorialoffices,customerservices,andmoreinformationaboutWileyproductsvisit usatwww.wiley.com. Wileyalsopublishesitsbooksinavarietyofelectronicformatsandbyprint-on-demand.Somecontentthat appearsinstandardprintversionsofthisbookmaynotbeavailableinotherformats. LimitofLiability/DisclaimerofWarranty Whilethepublisherandauthorshaveusedtheirbesteffortsinpreparingthisbook,theymakeno representationsorwarrantieswithrespecttotheaccuracyorcompletenessofthecontentsofthisbookand specificallydisclaimanyimpliedwarrantiesofmerchantabilityorfitnessforaparticularpurpose.Nowarranty maybecreatedorextendedbysalesrepresentativesorwrittensalesmaterials.Theadviceandstrategies containedhereinmaynotbesuitableforyoursituation.Youshouldconsultwithaprofessionalwhere appropriate.Neitherthepublishernorauthorsshallbeliableforanylossofprofitoranyothercommercial damages,includingbutnotlimitedtospecial,incidental,consequential,orotherdamages. LibraryofCongressCataloging-in-PublicationDataisavailableforthisbook. ISBN9781119154860(hardback) ISBN9781119154877(paperback) Coverimage:dzima1/Gettyimages Setin10.5/12.5ptWarnockProbyAptaraInc.,NewDelhi,India 10 9 8 7 6 5 4 3 2 1 v Contents NotesonContributors ix Preface xiii Acknowledgments xvii PartI FrameworksandApproaches 1 ReadingResponsively,ReadingResponsibly:AnApproachto CriticalReading 3 RobertDiYanni BeingCritical 4 ResponsibleReading,ResponsiveReading 6 AFrameworkforCriticalReading 7 Demonstration–E.B.WhiteontheMoonwalk 12 Application–Lincoln’sGettysburgAddress 17 ReflectiveReading–ReadingandLiving 21 References 23 ReciprocalActs:ReadingandWriting 24 PatC.HoyII AStoryofNecessity 24 ActsofConception 25 WorkingfromImages 26 RememberingSpontaneity 31 GettingMoreSystematic 34 MergingWhatandHow 41 WritingasRepresentation,WritingasComposition 47 References 48 vi Contents ASharedHorizon:CriticalReadingandDigitalNatives 49 AntonBorst CriticallyReadingtheDigitalNative 51 RespondingtotheDigitalNative 53 ASharedHorizon 55 Devices,Screens,andDigitalNativeReadingPractices 56 Conclusion 59 References 60 PartII CriticalReadingintheDisciplines 63 CriticalReadingandThinking:RhetoricandReality 65 LawrenceScanlon RhetoricalChallenges 67 WaysofReading 70 Logos,Ethos,Pathos 70 Demonstration:AnnotatingaSpeech 71 Everything’sanArgument:NoIt’sNot!YesItIs! 74 ASuiteofExercises 77 Conclusion 81 Notes 82 References 82 TheCommunityofLiterature:TeachingCriticalReadingandCreative Reflection 85 AdrianBarlow WaysofReading 85 TextualConversations–CriticalDialogue 88 Re-readingandCreativeReflection 91 Demonstration–Hardy’s“InaMuseum” 93 BroadeningContext 95 Application–Middlemarch,ChapterXXIX 96 ContemporaryContexts 99 Notes 102 References 102 ApproachingIntellectualEmancipation:CriticalReadinginArt,Art History,andWikipedia 104 AmyK.Hamlin ReconsideringWikipedia 104 ReadingArt:TheVisualAnalysis 109 ReadingArtHistory:TheAnnotatedBibliography 113 Contents vii ReadingWikipedia:TheComparativeAnalysis 119 ChainReactions 121 Notes 121 References 122 TeachingCriticalReadingofHistoricalTexts 123 MichaelHogan BasicMatters 123 ChallengesforTeachers 124 ThreeKindsofReading 125 SelectingHistoricalDocumentsforAnalysis 126 MarkingandPreparingHistoricalDocuments 128 ReadingAbrahamLincoln’sHouseResolutionsDecember22,1847 131 ReadingMartinLutherKing,Jr.’sSpeechOpposingtheVietnamWar 136 Conclusion 138 SomeUsefulSourcesforCriticalReadinginHistory 139 References 140 PhilosophyandthePracticeofQuestioning 141 MattStatler QuestioningTowardTruth 141 HowDoWeCometoKnowAnythingatAll? 142 TowardPracticalWisdom 149 SoWhat?TheEffectsofReadingPhilosophyCritically 155 Notes 156 References 157 EngagingReligiousTexts 158 ThomasPetriano “PayAttention!” 158 ReadingasanEmbodiedandDialogicAct 159 InsightsfromtheReligions 161 TheThreeWorldsofReligiousTexts 166 PracticesforEngagingReligiousandTheologicalTexts 168 Conclusion 171 References 172 GenderStudiesasaModelforCriticalReading 174 PamelaBurger GenderStudiesandCriticalReading 175 DeconstructingGender 177 DocumentaryProject 178 StagingtheDocumentaryProject 180 viii Contents AestheticDistanceandIronicImagesofGender 183 MelaniePullen’sHighFashionCrimeScenesandCindySherman’s Centerfolds,1981 185 References 189 ReadingandTeachingFilms 190 WilliamV.Costanzo PersonalResponse 191 AnalyzingStory 192 BasicFilmTerms 194 FormalAnalysis 197 GenreAnalysis 199 CulturalAnalysis 201 HistoricalAnalysis 203 RepresentationinFilm 205 FilmTheory 205 Exercises 206 References 209 ThinkingThroughDrama 210 LouisScheeder DramaandArgument 210 TheClassicalStudio 214 TheStructureofVerse 215 FollowingtheVerse 217 Exercises 220 Conclusion 221 References 222 ApproachestoReadingandTeachingPopSongs 223 ThomasM.Kitts PopularMusicandItsContexts 223 ReadingaPopSong 224 WritingaboutMusic 228 CriticalReading:TheodorAdorno’sCriticismofPopMusic 231 SociallyConsciousMusic 232 AdditionalWritingAssignments 235 Conclusion 236 References 237 Index 239 ix NotesonContributors Adrian Barlow is a senior member of Wolfson College, Cambridge, and president of the English Association. Formerly director of public pro- grammes at the University of Cambridge Institute of Continuing Educa- tion,hehastaught,lectured,andwrittenwidelyonteachingliteratureand therelationshipbetweenpedagogyandassessment.HehaseditedtheCam- bridgeContextsinLiteratureseries,andhispublicationsincludeWorldand Time:TeachingLiteratureinContextandExtramural:LiteratureandLife- longLearning. AntonBorstisaninstructionalconsultantatNewYorkUniversity’sCen- terfortheAdvancementofTeaching.Asaspecialistinwritingacrossthe curriculumanddigitalpedagogy,hepreviouslyworkedinfacultydevelop- mentatHunterCollegeandMacaulayHonorsCollege.HereceivedaPhD in English from the Graduate Center of the City University of New York, and has taught literature and writing at Hunter College, Baruch College, andPaceUniversity. PamelaBurgerearnedaPhDinEnglishattheGraduateCenteroftheCity UniversityofNewYork,andshereceivedanMFAincreativewritingfrom NewYorkUniversity.ShehastaughtliteratureandwritingatHunterCol- lege,QueensCollege,andWesleyanUniversity. WilliamV.CostanzoisaStateUniversityofNewYorkdistinguishedteach- ingprofessorofEnglishandfilm.Hehastaughtcoursesinwriting,litera- ture, and film studies at Westchester Community College since 1970. Dr. Costanzo is active in the Society for Cinema and Media Studies and has publishedsixbooksonwritingandfilm,includingDoubleExposure:Com- posingThroughWritingandFilm,GreatFilmsandHowtoTeachThem,and, mostrecently,WorldCinemaThroughGlobalGenres(Wiley-Blackwell). x NotesonContributors RobertDiYanni is a professor of humanities at New York University and an instructional consultant in the NYU Center for the Advancement of Teaching.Hehaswrittenextensivelyontheteachingofliteratureandwrit- ing,interdisciplinaryhumanities,andcriticalandcreativethinking.Among his books are Connections, Literature, Modern American Poets, Arts and Culture, The Pearson Guide to Critical and Creative Thinking, and, most recently,CriticalandCreativeThinking:ABriefGuideforTeachers(Wiley- Blackwell). Amy K. Hamlin holds a PhD in art history from New York University’s Institute of Fine Arts. She has presented and published onthe art of Paul Ce´zanne, Max Beckmann, William H. Johnson, Jasper Johns, and Kara Walker.AnAssociateProfessorofArtHistoryatSt.CatherineUniversity, she teaches across the art history curriculum and practices experimental pedagogiesandsociallyengagedarthistory. MichaelHoganistheauthoroftwenty-twobooks,includingabest-selling history,TheIrishSoldiersofMexico.Hisessaysandarticleshaveappeared in many anthologies and textbooks. For two decades he was head of the HumanitiesDepartmentattheAmericanSchoolofGuadalajaraandProfes- sorofInternationalRelationsattheAutonomousUniversityofGuadalajara. AmemberoftheOrganizationofAmericanHistorians,hewasawardedthe goldmedaloftheMexicanGeographicalSociety. PatC.HoyIIhastaughtattheUSMilitaryAcademy,Harvard,NewYork University, and Hendrix College. Author of numerous textbooks on com- position,hisessaysandreviewshaveappearedinaspectrumofprestigious journals. Awards include the 2003 Cecil Woods, Jr. Prize for Nonfiction fromtheFellowshipofSouthernWriters,theSpearsPrizeforbestessayin Sewanee Review (2014), and two Golden Dozen Awards for distinguished teachingatNYU. ThomasM.Kitts,PhD,isprofessorofEnglishatSt.John’sUniversity,NY. He is the author of John Fogerty: An American Son, Ray Davies: Not Like EverybodyElse,TheTheatricalLifeofGeorgeHenryBaker,andmanyarti- clesandreviews.WithGaryBurnsofNorthernIllinoisUniversity,heedits PopularMusicandSocietyandRockMusicStudies.Heistheareachairof musicforthePopularCultureAssociation/AmericanCultureAssociation. ThomasPetrianoisprofessorandchairofreligiousstudiesatSt.Joseph’s CollegeinPatchogue,NY.Hereceivedhisdoctorateinsystematictheology NotesonContributors xi fromFordhamUniversityin1997.Heteachescoursesonbeliefandunbe- liefinthemodernworld,religionsofAbraham,worldreligions,andlibera- tiontheology.Healsoparticipatesinaglobalservice-learningprogramthat involvesworkingwithanindigenouscommunityinNicaragua. LawrenceScanlonisco-authoroffourbooksonteaching,literature,and rhetoric: Teaching Nonfiction in *AP English, The Language of Composi- tion, Literature and Composition, andConversations in American Litera- ture.Ahighschoolteacherformorethanthirtyyears,hewasawardedthe Dean’sAwardforExcellenceinEducationfromtheStateUniversityofNew York.HeteachesatIonaCollegeandconductsworkshopsandinstitutesfor teachersintheUnitedStates,Canada,Europe,Asia,andSouthAmerica. LouisScheederisfounderanddirectorofTheClassicalStudioandasso- ciatedeanoffacultyattheNewYorkUniversityTischSchooloftheArts. HehasservedasproduceroftheFolgerTheatreGroup,workedattheRoyal ShakespeareCompanyandwasassociatedwiththeManitobaTheatreCen- tre. Co-author of All The Words on Stage, he has conducted acting work- shops worldwide, and is a member of The Factory UK, an experimental theatrecompanydedicatedtoexploringspontaneityandargumentintheir myriadtheatricalforms. Matt Statler is clinical associate professor of management and organiza- tionsanddirectorofbusinessethicsandsocialimpactprogrammingatthe NYUSternSchoolofBusiness.Hehaspublishedonethics,leadership,and strategy,andisco-editoroftheEncyclopediaofDisasterRelief,theEncyclo- pediaofCrisisManagement,andLearningfromtheGlobalFinancialCrisis. He holds a PhD in philosophy from Vanderbilt University and was a Ful- brightScholarattheUniversityofHeidelberg.
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