09 Feb 2009 [ Prev | Next ]

Foster, How to Read Literature Like a Professor

Ch 5; one of 6, 7, 8, or 9; Ch 10


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"See, he suggests you don't need the story because you have already internalized it so completely. That's one thing writers can do with readerly knowledge of source texts, in this case fairy tales. They can mess around with stories and turn them upside down."
~page 60
http://blogs.setonhill.edu/JenniferPrex/2009/02/wicked_tales.html

"Carter employs not only materials from earlier texts but also her knowledge of our responses to them in order to double-cross us, to set us up for a certain kind of thinking so that she can play a larger trick in the narrative."
http://blogs.setonhill.edu/AliciaCampbell/2009/02/sealed_with_a_twist.html

"Carter employs not only materials from earlier texts but also her knowledge of our responses to them in order to double-cross us, to set us up for a certain kind of thinking so that she can play larger trick in the narrative."
http://blogs.setonhill.edu/MatthewHenderson/2009/02/the_rules_that_arent_rules.html

"What a literature professor does.... he tells you when you get near mushrooms. Once you know that, though (and you generally are near them), you can hunt for mushrooms on your own." [Foster, 36]

"No writer in the West can employ a rainbow without being aware of its signifying aspect, its biblical function"

http://blogs.setonhill.edu/AjaHannah/2009/02/lets_talk_about_the_weather.html

"For now, though, one does well to remember, as one starts reading a poem or story, to check the weather."
http://blogs.setonhill.edu/AprilMinerd/2009/02/rain_rain_rain.html

"When I was a kid, I used to go mushroom hunting with my father."
http://blogs.setonhill.edu/AprilMinerd/2009/02/mushrooms_numbers_and_symbolic.html

"Still there was something happening there--a kind of resonance, a sense that there's something meaningful beyond the simple meaning of the words."
http://blogs.setonhill.edu/AprilMinerd/2009/02/hmmmuh-huhno.html

I posted this on another page of this website early Friday morning.

"[T]here's no such thing as a wholly original work of literature."

http://blogs.setonhill.edu/ChristopherDufalla/2009/02/originalitystatusdeceased.html

This one was also posted on another page of the website.

"We saw the three or four automobiles and the crowd when we were still some distance away. 'Wreck!' sid Tom. 'That's good. Wilson'll have a little business at last.'"
http://blogs.setonhill.edu/ChristopherDufalla/2009/02/automobiles_and_people_both_ca.html

http://blogs.setonhill.edu/RosalindBlair/2009/02/biblical_inspiration.html
“The devil, as the old saying goes, can quote scripture.”
- Foster p. 48

"...we want strangeness in our stories, but we want familiarity, too."

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Ashley Pascoe on Foster, How to Read Literature Like a Professor: "...we want strangeness in our stories, but we wan
Justin Iellimo on Foster, How to Read Literature Like a Professor: http://blogs.setonhill.edu/JustinIellimo/2009/02/s
Justin Iellimo on Foster, How to Read Literature Like a Professor: http://blogs.setonhill.edu/mt/mt.cgi?__mode=view&_
Sue on Foster, How to Read Literature Like a Professor: "There is only one story," (Foster 32). http://b
Rosalind Blair on Foster, How to Read Literature Like a Professor: http://blogs.setonhill.edu/RosalindBlair/2009/02/b
Christopher Dufalla on Foster, How to Read Literature Like a Professor: This one was also posted on another page of the we
Christopher Dufalla on Foster, How to Read Literature Like a Professor: I posted this on another page of this website earl
April Minerd on Foster, How to Read Literature Like a Professor: "Still there was something happening there--a kind
April Minerd on Foster, How to Read Literature Like a Professor: "When I was a kid, I used to go mushroom hunting w
April Minerd on Foster, How to Read Literature Like a Professor: "For now, though, one does well to remember, as on
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