Over the past two decades, the readership of poetry has declined to the point that the art form is seldom engaged with by the public. I argue that reading poetry requires a skillset that must be learned, practiced, and refined. While close reading is traditionally trained in college classrooms, such spaces cannot reach broad audiences. To address this dearth, I have developed a web app that applies interactive learning strategies, through a series of exercises, to cultivate expert reading practices in novice users. Close Reading will guide users through poems by Robert Frost. With each poem, users will progress through exercises grounded in the practices of expert readers. For instance, users will block poems into sections to allow a chunking of the material, slowing down novice reading speeds. Another exercise cognitively models the act of reading by displaying the sequential thoughts of a reader making sense of a work. Furthermore, Socratic questioning will attempt to stimulate an internal dialogue to foster focus and interpretation. These exercises will build on one another and attempt to replicate pedagogical processes observed in the classroom. Performing these pedagogical exercises will provide a resource for developing the skillset necessary for poetry appreciation. This ambitious digital humanities project experiments with a new venue for pedagogy and poetry, promoting an engagement with the public frequently neglected in academic work. / Master of Arts / Over the past two decades, the readership of poetry has declined to the point that the art form is seldom engaged with by the public. I argue that reading poetry requires a skillset that must be learned, practiced, and refined. While close reading is traditionally trained in college classrooms, such spaces cannot reach broad audiences. To address this dearth, I have developed a web app that applies interactive learning strategies, through a series of exercises, to cultivate expert reading practices in novice users. <i>Close Reading</i> will guide users through poems by Robert Frost. With each poem, users will progress through exercises grounded in the practices of expert readers. For instance, users will block poems into sections to allow a chunking of the material, slowing down novice reading speeds. Another exercise cognitively models the act of reading by displaying the sequential thoughts of a reader making sense of a work. Furthermore, Socratic questioning will attempt to stimulate an internal dialogue to foster focus and interpretation. These exercises will build on one another and attempt to replicate pedagogical processes observed in the classroom. Performing these pedagogical exercises will provide a resource for developing the skillset necessary for poetry appreciation. This ambitious digital humanities project experiments with a new venue for pedagogy and poetry, promoting an engagement with the public frequently neglected in academic work.

"Uncanny Affects" argues, broadly, that the gothic novel of the eighteenth and nineteenth centuries models a critical ethics of reading. By examining recurrent scenes of reading and interpretation in key gothic novels such as Ann Radcliffe's The Italian (1797), Walter Scott's The Antiquary (1816), and Wilkie Collins' The Moonstone (1868), I surmise that this critical ethics posits affect, or the experience of generalized emotion, as central to the act of interpretation. I contend that this gothic critical ethics influences the concurrent development of the discipline of literary criticism. By reading these key gothic novels and then tracking their broader influence on Victorian critics such as John Ruskin and Oscar Wilde, I make a case for the significance of a gothic epistemology to the development of literary criticism in British and American universities from the nineteenth century onward. A focus on the gothic novel's critically inclined characters, including antiquarians and detectives, enables me to read gothic novels and other gothically-inflected writing for what they can tell us about the practice of interpretation, particularly as that practice becomes institutionalized and professionalized. Thus I track the gothic mode's tendency toward affective reading in relation to ideas of professionalization, which values critical detachment or disinterestedness in interpretation. As a result, interpretation in the gothic mode can seem too emotional or "creative" for a typically professional practice. Reading the gothic as such links it to modern discussions about interpretive practices such as close reading, paranoid and reparative reading, and surface reading. Perhaps more importantly, reading the gothic alongside these new discussions on critical ethics allows us to think through the place of affect and pleasure in an ethical critical practice. Ultimately, examining how gothic texts formulate a gothic mode or philosophy of reading demonstrates the real ubiquity this mode has achieved in the critical setting, a ubiquity that continues to shape and influence our conceptions of scholarly and critical reading even today. / text

Please note: Editorial Studies works are permanently embargoed in OpenBU. No public access is forecasted for this item. To request private access, please click on the locked Download file link, and fill out the appropriate web form. / This critical edition collects all of R. P. Blackmur's published poems for the first time, gives authoritative texts, and represents the first authoritative critical edition of R. P. Blackmur's poetry. The edition records all variants from Blackmur's published poems in an Apparatus Criticus, and includes the most comprehensive bibliography of Blackmur's publications made to date, containing vastly more entries than any previous bibliography. A critical commentary discusses at length the relationship between Blackmur's criticism and his poetry, and places his poetry within the context of the critical dialogue of the time in which he lived and worked. / 2031-01-01

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This dissertation in practice presents a research-based model for staff development utilizing the elements of a professional learning community. The focus of this problem of practice was determined through an analysis of one high school's reading data indicating that 36% of the student body was reading below grade level according to the state assessment test for reading. Researchers have noted that reading demands for college and careers have increased (Alliance for Excellent Education, 2011; Barton, 2000; Common Core State Standards, 2014). If students do not develop reading proficiency to graduate with a high school diploma, they are at risk of limited career choices without college and possible unemployment. Drawing upon a review of related literature in reading education, adolescent literacy, disciplinary literacy, and staff development, a professional learning community model was proposed to address improvement in teacher capacity by demonstrating the knowledge, dispositions, and skills of pedagogical knowledge of the Common Core State Standards (Florida Department of Education, Language Arts Florida Standards, 2014) and the use of close reading techniques to increase reading comprehension of U.S. History students. This design utilizes the five elements of the DuFour (2010) model of a professional learning community including (a) focus of learning; (b) collaborative culture; (c) collaborative inquiry; (d) commitment to continuous improvement; and (e) results oriented mindset. A logic model further delineates the priorities, program plan, and intended outcomes for the implementation of this model.

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This essay demonstrates how close reading a passage in The Hate U Give by Angie Thomas can teach students of English 6, in Swedish upper secondary schools, about institutional racism in order to develop cultural awareness. The English subject shows the importance of developing cultural awareness when stating that students should develop an understanding of cultural and social conditions in different contexts and areas where English is used. This essay explores if close reading a passage in The Hate U Give is one way of developing cultural awareness. In order to examine the novel's potential, a literary analysis will be done on both the novel and the passage intended for close reading. The analysis demonstrates how using close reading as a method when reading can help gain students’ knowledge of institutional racism in order to develop cultural awareness.

This study claims that an LGBTQ+ themed memoir, All Boys Aren’t Blue by George M. Johnson, and possibly similar texts can be used by teachers in the L2 English classroom in an approach of raising gender identity awareness. The memoir is examined for its potential of raising gender identity awareness in the L2 English classroom through a method of close reading the memoir. Along with the close reading, the memoir is evaluated against previous research and steering documents for the English subject in Swedish upper secondary school. The memoir’s teaching potential is demonstrated by a sample lesson for the English subject in Swedish upper secondary school.

Traditionally, humanities scholars carrying out research on a specific or on multiple literary work(s) are interested in the analysis of related texts or text passages. But the digital age has opened possibilities for scholars to enhance their traditional workflows. Enabled by digitization projects, humanities scholars can nowadays reach a large number of digitized texts through web portals such as Google Books or Internet Archive. Digital editions exist also for ancient texts; notable examples are PHI Latin Texts and the Perseus Digital Library. This shift from reading a single book “on paper” to the possibility of browsing many digital texts is one of the origins and principal pillars of the digital humanities domain, which helps developing solutions to handle vast amounts of cultural heritage data – text being the main data type. In contrast to the traditional methods, the digital humanities allow to pose new research questions on cultural heritage datasets. Some of these questions can be answered with existent algorithms and tools provided by the computer science domain, but for other humanities questions scholars need to formulate new methods in collaboration with computer scientists. Developed in the late 1980s, the digital humanities primarily focused on designing standards to represent cultural heritage data such as the Text Encoding Initiative (TEI) for texts, and to aggregate, digitize and deliver data. In the last years, visualization techniques have gained more and more importance when it comes to analyzing data. For example, Saito introduced her 2010 digital humanities conference paper with: “In recent years, people have tended to be overwhelmed by a vast amount of information in various contexts. Therefore, arguments about ’Information Visualization’ as a method to make information easy to comprehend are more than understandable.” A major impulse for this trend was given by Franco Moretti. In 2005, he published the book “Graphs, Maps, Trees”, in which he proposes so-called distant reading approaches for textual data that steer the traditional way of approaching literature towards a completely new direction. Instead of reading texts in the traditional way – so-called close reading –, he invites to count, to graph and to map them. In other words, to visualize them. This dissertation presents novel close and distant reading visualization techniques for hitherto unsolved problems. Appropriate visualization techniques have been applied to support basic tasks, e.g., visualizing geospatial metadata to analyze the geographical distribution of cultural heritage data items or using tag clouds to illustrate textual statistics of a historical corpus. In contrast, this dissertation focuses on developing information visualization and visual analytics methods that support investigating research questions that require the comparative analysis of various digital humanities datasets. We first take a look at the state-of-the-art of existing close and distant reading visualizations that have been developed to support humanities scholars working with literary texts. We thereby provide a taxonomy of visualization methods applied to show various aspects of the underlying digital humanities data. We point out open challenges and we present our visualizations designed to support humanities scholars in comparatively analyzing historical datasets. In short, we present (1) GeoTemCo for the comparative visualization of geospatial-temporal data, (2) the two tag cloud designs TagPies and TagSpheres that comparatively visualize faceted textual summaries, (3) TextReuseGrid and TextReuseBrowser to explore re-used text passages among the texts of a corpus, (4) TRAViz for the visualization of textual variation between multiple text editions, and (5) the visual analytics system MusikerProfiling to detect similar musicians to a given musician of interest. Finally, we summarize our and the collaboration experiences of other visualization researchers to emphasize the ingredients required for a successful project in the digital humanities, and we take a look at future challenges in that research field.