U9 Focus Questions

Question 1

Finkelstein and McCleery write: “Reading itself is creative, forming meaning from the interaction of reader and text.” How does this statement relate to other investigations of reading considered in this course?

Answer 1

This relates to McHoul, Eagleton, Leith, etc. because it shows that reading is not objective and that meaning is formed through a process, it is not contained within the text right off the bat. The reader must examine a text, its history, its production, and then choose for themselves what it means.

Question 2

What factors besides the invention of printing might have been involved in the spread of writing?

Answer 2

Increased access to writing materials - As technology developed, materials such as parchment, paper, and ink became more widely available, making it easier for people to write and communicate.

2. Economic and political systems that relied on writing - Writing became necessary for keeping records, conducting business transactions, and running governments.
3. Expansion of education - As education became more widespread, more people learned to read and write, making it easier for written communication to become more widespread.
4. Religious and cultural practices - Many religions and cultures placed importance on written texts, such as the Bible or the Qur’an, which helped to further spread the use of writing.

Question 3

In what ways might the act of reading be described as political? What examples can you give of the politics of reading?

Answer 3

1. Access to literature: In many societies, access to literature has been restricted to certain groups of people. Thus, the ability to read can be seen as a form of political empowerment, as it enables people to access information that could challenge and disrupt power structures.
2. Censorship: Governments and other authorities have often censored literature for political reasons. For example, books that challenge a particular ideology, religion or cultural practices may be banned or restricted.
3. Representation
4. Education: Finally, there is a political dimension to the act of reading in education. This is because what is taught, and how it is taught, can shape how students think about themselves and others. If certain groups are excluded from the curriculum or trivialized, it can lead to the perpetuation of systemic biases and inequalities.

Question 4

What are the limits of reading noted by Finkelstein and McCleery? If there are others, what are they? What are the practical impacts of such limits on individuals and groups in society? Do you have experience with such limits?

Answer 4

There are three main limits to reading: access, comprehension, and attention. Access refers to the ability to physically access reading materials, such as books or electronic devices, which can be limited by factors such as cost or location. Comprehension refers to the ability to understand what is being read, which can be limited by factors such as language barriers or cognitive disabilities. Attention refers to the ability to focus on reading, which can be limited by factors such as distractibility or mental health issues.

Individuals who lack access to reading materials may have limited opportunities to learn, develop critical thinking skills, or expand their knowledge. Those who struggle with comprehension may miss out on important information or insights, while those who struggle with attention may find it difficult to engage with reading materials at all.

Question 5

With respect to the rise of popular reading in the 18thC and industrial production in the 19thC, how were modern reading practices both individual and social, or creative and institutional, at the same time?

Answer 5

People read the books on their own, but there was space to discuss these books, argue about them, relate to them on a level with thousands of other people. People began to read for pleasure and to explore new ideas on their own, rather than simply reading for religious or educational purposes.

At the same time, reading practices also became more social. Books clubs and literary societies began to form, allowing people to discuss and analyze literature together.

In the 19th century, with the rise of industrialization and mass production, reading practices became institutionalized.

At the same time, reading practices also became more creative. With the advent of new technologies, such as the printing press, authors began to experiment with new forms of writing, such as the novel.