{"id":804,"date":"2018-04-12T16:23:28","date_gmt":"2018-04-12T16:23:28","guid":{"rendered":"https:\/\/courses.lumenlearning.com\/suny-jeffersoncc-nativeamericanlit\/?post_type=chapter&p=804"},"modified":"2018-04-12T18:12:43","modified_gmt":"2018-04-12T18:12:43","slug":"reading-native-literature-critically-is-a-specialized-task","status":"publish","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/suny-jeffersoncc-nativeamericanlit\/chapter\/reading-native-literature-critically-is-a-specialized-task\/","title":{"raw":"Reading NA Lit Critically: A Specialized Task","rendered":"Reading NA Lit Critically: A Specialized Task"},"content":{"raw":"\"\"<\/a>Acrylic painting: Reproduction of Inuit Mask<\/em> (Josh Dickinson)\r\n\r\nYou may be Asking Yourself<\/strong> . . .\r\nRemember that the essays by Native American writers which you read here do not necessarily follow as linear a format as the writings of non-Natives. That is, sometimes they only make sense when you get to the end. The job isn't over then, though. Unlike watching TV, reading allows you to go back. If you marked up your book, then going back is even more valuable. Look at the text\u2019s overall structure as you read--but wait to really<\/em> look at how the essay is put together once you have read it all.\u00a0 Each of these suggestions is a way that dynamic readers make sense of the text. Few good readers do only one of these.\r\n\r\nAsk Questions of the Text<\/strong>\r\nAsk meaningful questions of the text.\u00a0 Here are some:\r\n
\r\n\r\nHow does this example function in the essay\/story\/poem? Is she leading me back to her earlier point for a good reason?\r\n\r\nWhat moods are being expressed in the piece, and why?\r\n\r\nIs this reading highly symbolic, abstract? If not, is this text naturalistic, giving a sense of everyday reality? Why might this symbolism\/naturalism binary from Western literature not work when reading Native literature?\r\n\r\nWhat is the author's working definition of time, and why might that matter?\r\n\r\n<\/div>\r\nAs you go on, you should get better at asking questions. You will see which lines of questioning are likely to yield interesting results. (Notice I didn't say answers. Some of the best questions have no exact answer.)\r\n\r\nDid you know that good writers often anticipate the questions you ask of the text. They often set up your questions so that they can answer them. Still, if you aren't developing questions, you aren't doing enough as a critical reader and experiencer of the text.\r\n\r\nLook Up\/Use Other Sources<\/strong>\r\nToo often readers let things slip by them. Go with the idea that there are no synonyms, and that the author picked that particular word because only that word could say what she wanted.\r\nLook up terms that you don't know--or at least mark them.\r\nMark up your readings. . . copiously! We already talked about this, and I hope you are doing this on your own terms.\r\nMake connections between the earlier modules and the later ones.\r\nCritical essays can be very helpful in situating difficult stories, plays, poems, and essays. Bounce your ideas off the essays, then.\r\n\r\nIdeas for Organizing Your Understanding--Try Them!<\/strong>\r\nThese essays are culturally strong, stating beliefs and ways you probably don't share. So, make a list of ideas that you see there. (Ever hear of a manifesto, a declaration of beliefs? These are manifestoes!) Taking the strong ideas out of context and putting them into notes will help.\r\n\r\nReread any of the works in this module. You will see that it rewards you. Often, a later reading of a different work will even underscore some aspects of something you read previously.","rendered":"

\"\"<\/a>Acrylic painting: Reproduction of Inuit Mask<\/em> (Josh Dickinson)<\/p>\n

You may be Asking Yourself<\/strong> . . .
\nRemember that the essays by Native American writers which you read here do not necessarily follow as linear a format as the writings of non-Natives. That is, sometimes they only make sense when you get to the end. The job isn’t over then, though. Unlike watching TV, reading allows you to go back. If you marked up your book, then going back is even more valuable. Look at the text\u2019s overall structure as you read–but wait to really<\/em> look at how the essay is put together once you have read it all.\u00a0 Each of these suggestions is a way that dynamic readers make sense of the text. Few good readers do only one of these.<\/p>\n

Ask Questions of the Text<\/strong>
\nAsk meaningful questions of the text.\u00a0 Here are some:<\/p>\n

\n

How does this example function in the essay\/story\/poem? Is she leading me back to her earlier point for a good reason?<\/p>\n

What moods are being expressed in the piece, and why?<\/p>\n

Is this reading highly symbolic, abstract? If not, is this text naturalistic, giving a sense of everyday reality? Why might this symbolism\/naturalism binary from Western literature not work when reading Native literature?<\/p>\n

What is the author’s working definition of time, and why might that matter?<\/p>\n<\/div>\n

As you go on, you should get better at asking questions. You will see which lines of questioning are likely to yield interesting results. (Notice I didn’t say answers. Some of the best questions have no exact answer.)<\/p>\n

Did you know that good writers often anticipate the questions you ask of the text. They often set up your questions so that they can answer them. Still, if you aren’t developing questions, you aren’t doing enough as a critical reader and experiencer of the text.<\/p>\n

Look Up\/Use Other Sources<\/strong>
\nToo often readers let things slip by them. Go with the idea that there are no synonyms, and that the author picked that particular word because only that word could say what she wanted.
\nLook up terms that you don’t know–or at least mark them.
\nMark up your readings. . . copiously! We already talked about this, and I hope you are doing this on your own terms.
\nMake connections between the earlier modules and the later ones.
\nCritical essays can be very helpful in situating difficult stories, plays, poems, and essays. Bounce your ideas off the essays, then.<\/p>\n

Ideas for Organizing Your Understanding–Try Them!<\/strong>
\nThese essays are culturally strong, stating beliefs and ways you probably don’t share. So, make a list of ideas that you see there. (Ever hear of a manifesto, a declaration of beliefs? These are manifestoes!) Taking the strong ideas out of context and putting them into notes will help.<\/p>\n

Reread any of the works in this module. You will see that it rewards you. Often, a later reading of a different work will even underscore some aspects of something you read previously.<\/p>\n\n\t\t\t

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Candela Citations<\/h3>\n\t\t\t\t\t
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CC licensed content, Original<\/div>