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not reticent, I'm Renaissance.
quasi-academic. too old for Tumblr.
some people call me Laura. some people call me Lola. other people call me other things.
ambivalent about most things. enthusiastic about food, reception studies, Pretty Little Liars & women musicians of the 1990s & early 2000s.



    The meaning of a story should go on expanding for the reader the more he thinks about it, but meaning cannot be captured in an interpretation. If teachers are in the habit of approaching a story as if it were a research problem for which any answer is believable so long as it is not obvious, then I think students will never learn to enjoy fiction. Too much interpretation is certainly worse than too little, and where feeling for a story is absent, theory will not supply it.

    My tone is not meant to be obnoxious. I am in a state of shock.


    Flannery O’Connor, 1961 (via Liz’s Twitter via Letters of Note)

    this is a problem with teaching literature, this whole “not obvious” thing. my attempt at a methodological way out of this, as a critic/scholar/person who writes about books, is to look at effects (and affects!) rather than meaning per se: to think about what actually happens when we read a text cold, rather than what might happen if we pick at it for awhile. still figuring out how to teach this, though.

    — 2 years ago with 2 notes
    #Flannery O'Connor  #interpretation  #reading notes 
    1. feelingofgaze posted this