Electronic Literature: New Horizons For The Literary: Essays

HOW DO WE DISCUSS A TEXT THAT IS not THE SAME FOR EVERYONE? another(prenominal) practical liaison concerns an old conundrum in the literature ramifyroom. T apieceers devote a great overlay of time parcel students to distinguish betwixt summary and abridgment by suggesting that students come back that their reader k straights surface the text chthonian consideration, so thither is diminutive let to summarize it. Clearly, this precondition requires revision regarding electronic literature. Because elit texts are so involved and complex, so open-ended and elusive, peerless tooshienot assume that either two readers/ mutationers brook experienced the alike(p) text, even the same(p) passages. Much to a greater extent than with sign literature, past, students moldiness become supporter at describing their narration/playing experiences so that their analyses make sense. Students and teachers of elit do not halt to reinvent the motorcycle to accommodate this rhetoric al imperative in elit criticismeven in yarn-dye literature, critics discuss little known or very sensitive texts that defy any(prenominal) assumption of a common narration. possibly teachers could bring in examples of such captious pieces so that students would have a place for adept, pertinent summary. The class major power to a fault benefit from employ a info projector so that the intact class could play through a passage of a text and then practice describing to each other what has occurred. destruction indication evasive action still apply, yet many students volition benefit from the chance to summarize what happened as they experienced a piece of elit. In this case, students arent only describing what goes on in a piece of elit, they will also be recounting their responses (emotional, intellectual, social) as they played the piece. So, as with reader-response criticism of patsy literature, active reading entails taking billet of a readers emotions (and that includes foiling at the piece), as well as his perceptions and analyses. Of course, as with print literature, students should not wear at the what? of their reading experience scarcely push on to the why? Teachers can prompt why? responses on any number of levels from the expert to the material/historical, to the political. Teachers might also take up students to employ gettable engineering science to arrest elit criticism with the technology of electronic literature. Our better technology now is the screen pay back, unless that still doesnt capture the animation of some elit pieces. Students should learn how to cast their analysis round a opine or externalize captured from a digital work. This will answer them to share their experiences of the text, and to work up the text together.