In:Transformative Reading
Olivia Fialho
[Linguistic Approaches to Literature 42] 2024
► pp. vii–ix
Published online: 7 August 2024
https://doi.org/10.1075/lal.42.toc
https://doi.org/10.1075/lal.42.toc
Table of contents
Acknowledgementsxi
Part I.Theoretical foundations
Chapter 1.The notion of reading2
1.1Critical versus everyday reading practices6
1.2The rise of experiential and empirical approaches13
1.3Literariness and dehabituation16
1.4Transformative potentials17
1.5Description of chapters20
Chapter 2.Modalities of transformative reading22
2.1Phenomenological insights23
2.2Linguistic approaches to reading discourse26
2.2.1Modality28
2.2.2Foregrounding30
2.2.3Appraisal35
2.3Cognitive sciences contributions37
2.3.1Paradoxes in appraisal theories38
2.3.2Enactive affordances41
2.3.3The body in the world46
Chapter 3.The transformative reader49
3.1The enactive view of the self49
3.2Embodied positionality of the self52
3.3Positionality in language57
3.4Reflective enactment60
Part II.Tracking readers’ responses
Chapter 4.Lexical Basis for Numerically Aided Phenomenology
(LEX-NAP)66
(LEX-NAP)66
4.1Origins66
4.2Strategies and definitions68
4.3A phenomenological method of inquiry69
4.3.1Reduction71
4.3.2Intersubjectivity75
4.3.3Eidetic variation76
4.3.4Exact and morphological essences78
4.3.5Explicative description80
4.4A classificatory procedure84
4.4.1Analytical principles and levels84
4.4.2Cluster analysis85
4.4.3Criteria for evaluating clustering methods87
4.4.4Assessment88
Chapter 5.Applying LEX-NAP: An empirical investigation of transformative reading of the self90
5.1Contextualization90
5.2Materials91
5.2.1The text91
5.2.2Post-reading questionnaires94
5.3Participants97
5.4Procedures100
5.5Tracking readers’ experiences101
5.5.1Applying LEX-NAP102
5.5.2Analytical units103
Chapter 6.A typology of reading experiences118
6.1Experiential accounts118
6.1.1Two levels118
6.1.2Reliability121
6.1.3Cluster analysis123
6.1.4Four clusters and post-measurement141
6.2Textual determinants of the reading experiences144
6.2.1Foregrounding analysis145
6.2.2Four clusters and post-measurement147
Chapter 7.Discoursal basis for the typology149
7.1Type I. External enactment: External interpretive reflection of the narrative150
7.2Type II. As-If enactment: Protagonist-centered self-implication and “sympathetic pity” for the narrative155
7.3Type III. Expressive enactment: Situation-centered self-transformation and “tough love” for the narrative160
7.4Type IV. Total enactment: Protagonist-centered self-transformation and “compassionate love” for the narrative169
Chapter 8.Assessing the typology185
8.1Relations with expressive enactment185
8.2Body schema, language enactment, and re-orientation in space190
8.3Defining transformative reading experiences194
Part III.Applications and future directions
Chapter 9.Uses in learning environments198
9.1The theoretical-empirical model200
9.2Secondary and primary education202
9.3The workplace205
9.4Medical ethics206
Chapter 10.Looking ahead: Transformative reading in the third culture211
10.1Reconceptualizing self-modifying reading212
10.2Towards an experiential reading214
10.3Literary studies and stylistics218
10.4Literature education222
References225
Appendixes
Appendix 1.Degrees of intensity (a sample)248
Appendix 2.Discoursal features of the protoypes252
Appendix 3.Probing the corpus255
Index
