Deep-reading Process & Our Brain

30 09 2018

                                                                                              Photo: calmmoment.com

WHAT DOES IMMERSING YOURSELF IN
A BOOK DO TO YOUR BRAIN?

Only connect.

–E.M. Forster

The act of taking on the perspective and feelings of others is one of the most profound, insufficiently heralded contributions of the deep-reading processes. Proust’s description of “that fertile miracle of communication effected in solitude” depicts an intimate emotional dimension within the reading experience: the capacity to communicate and to feel with another without moving an inch out of our private worlds. This capacity imparted by reading—to leave and yet not leave one’s sphere—is what gave the reclusive Emily Dickinson what she called her personal “frigate” to other lives and lands outside her perch above Main Street in Amherst, Massachusetts.

The narrative theologian John S. Dunne described this process of encounter and perspective taking in reading as the act of “passing over,” in which we enter into the feelings, imaginings, and thoughts of others through a particular kind of empathy: “Passing over is never total but is always partial and incomplete. And there is an equal and opposite process of coming back to oneself.” It is a beautifully apt description for how we move from our inherently circumscribed views of the world to enter another’s and return enlarged. In Love’s Mind, his numinous book on contemplation, Dunne expanded Proust’s insight: “That ‘fruitful miracle of a communication effected in solitude’ may be already a kind of learning to love.” Dunne saw the paradox that Proust described within reading—in which communication occurs despite the solitary nature of the reading act—as an unexpected preparation for our efforts to come to know other human beings, understand what they feel, and begin to change our sense of who or what is “other.” For theologians such as John Dunne and writers such as Gish Jen, whose lifework illumines this principle in fiction and nonfiction alike, the act of reading is a special place in which human beings are freed from themselves to pass over to others and, in so doing, learn what it means to be another person with aspirations, doubts, and emotions that they might otherwise never have known.

read futher @ Literary Hub

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Never Alone With Books

30 06 2018

A LIFE OF READING IS NEVER LONELY

Reading is at once a lonely and an intensely sociable act. The writer becomes your ideal companion—interesting, worldly, compassionate, energetic—but only if you stick with him or her for a while, long enough to throw off the chill of isolation and to hear the intelligent voice murmuring in your ear. No wonder Victorian parents used to read out loud to the whole family (a chapter of Dickens a night by the precious light of the single candle); there’s nothing lonely about laughing or crying together—or shrinking back in horror. Even if solitary, the reader’s inner dialogue with the writer—questioning, concurring, wondering, objecting, pitying—fills the empty room under the lamplight with silent discourse and the expression of emotion.

A really lovely reflection on the power of a reading life





On Reading According to a Writer

30 06 2018

EDMUND WHITE: READING IS A PASSPORT
TO THE WORLD

When I was a little child, my sister, who was nearly four years older, was astonished that Icouldn’t read. We were in my mother’s old Ford, driving around the main square of Hyde Park, and my sister pointed to a sign and said, “You honestly can’t read that?”

“No,” I said sullenly. “What does it say?”

“Graeter’s,” she announced triumphantly, the name of Cincinnati’s premier ice creammaker. “Can’t you see that? What does it say to you?” She wasn’t being mean; she was genuinely puzzled. Reading was a magical portal—once you passed through it, you couldn’t even imagine going back.

must have been four. Two years later could read, or at least “sound out” syllables (that was the method then). When I realized that I could interpret these hieroglyphics, I felt sofree, as if a whole new world had been opened to me. Now I could herar a chorus ofvoices, even those coming from other centuries and cultures. I was no longer bound to the squalid here and now, to my mother’s web-spinning of agreeable fantasies or my father’s sudden eruptions of rage, to the sweating summers of that age before airconditioning.

remember toddling into my mother’s room, where she was taking a perfumed bubble bath in the late afternoon. I announced (or maybe thought), “I’m free. I can read.”

Could I really have had such an improbable thought at age six? Or have just told myself that that thought occurred to me then? And yet remember my mother’s sweetness, the good smell, the afternoon sunlight, and my very real feeling of joyful liberation. And,quite concretely, reading has always struck me as a passport to the world, one in which characters are more real than actual people, where values are more intense than in the dim light of reality, where characters fly up into destinies rather than paddle around in ambiguity.

I felt like a blind person who’d just regained his sight. I was no longer a Cincinnatian butrather an earthling. If things were clearly written in English, there was no text that wasoff-limits. I never read the standard children’s classics. No Wind in the Willows. Onlyrecently did I get around to Treasure
Island.

Read further @ Literary Hub





Students & Reading

13 04 2018

HOW TO GET STUDENTS TO READ MORE

For as long as there have been books people have worried that the death of reading was imminent. We hear it all the timeteens don’t read anymore! But during my eleven years of teaching, I have encountered students who read with more discipline than many of the adults in their lives. I often see students carrying the latest Lamar Giles or A.S. King novel, reading at lunch, and joining our school library’s book club. So why do English teachers and school officials worry about getting students to read more?

ENCOURAGE STUDENTS TO DOWNLOAD THE SERIAL READER APP AND USE IT FOR TWENTY MINUTES A DAY

PROVIDE STUDENTS TIME DURING CLASS TO READ

  1. Assign reading time as a bell ringer. 
  2. Set the expectation that when students finish an       assignment early, they should take out a book.

LEAVE OFF AT A CLIFFHANGER

TELL THEM HOW CONTROVERSIAL IT IS

  1. First, I always tell them when a book has been challenged.
  2. Next, I’ll play the concerned adult.

Read further @ BookRiot

 





Tips to your booktime reading

13 04 2018

5 TIPS FOR CALM, COZY, COMFORTING BEDTIME READING

1. KEEP IT SHORT
2. KEEP IT LIGHT
3. HAPPY ENDINGS ONLY
4. MAKE IT A PAGE-TURNER…BUT
NOT TOO MUCH OF ONE
5. KEEP IT FAMILIAR

Read further @ BookRiot





Reading Multiple Books

6 02 2018

5 TIPS FOR READING MULTIPLE BOOKS AT THE SAME TIME

1. Read different genres
2. Read different books at different places
3. Read through different mediums
4. Read for your mood – not for your TBR list
5. Take all the time you need

Read further @ BookRiot





BookIsh People & Their Reading Distraction

6 02 2018

HOW TO CURE READER’S DISTRACTION

Definition

Reader’s Distraction refers to an illness specifically afflicting bookish people, and is characterized by the inability to get through one book without setting it down to pick up another. This disorder typically degenerates into a vicious cycle whereby a reader never finishes a book, but is constantly purchasing new ones.

People who suffer from Reader’s Distraction usually exhibit the following symptoms:

  • TBR and TBF (to be finished) stacks that go on for days
  • Bookmarks in almost every book owned, but never placed toward the end
  • Weekly or even daily book hauls
  • The inability to refuse a book sale
  • Complete ignorance of story conclusions
  • A leaning tower of bedside books

Read further for the treatment advice @ BookRiot