cleo @prececosmica - Tumblr Blog

#secos e molhados #brasil #trilha sonora

loveridden1999

crossfaded somewhere between "there has to be more to life than this" and "every mundane thing is beautiful when you're with people you love"

sivavakkiyar

Most original people are forced to devote all their time to plagiarizing.

Basil Valentine, from Gaddis’ The Recognitions (not the actual Basil Valentine)

sivavakkiyar

2productive

heavensghost

You are as far from me as memory

brarchives

ouro preto, minas gerais, brasil: two girls during holy week, 1987 by claudia ferreira

oldsamarie

i love listening to MUSIC!!!!!! and imagining things happening

adirtnap

garadinervi

Maria das Neves Cirne, Untitled, (pen and ink on paper), 1960s [Poema Processo arquivo. © Maria das Neves Cirne]

metaphore--s-deactivated2024090

Andrei Tarkovsky

bookoffixedstars

Gardening Nun - Ladywell Convent, Surrey, England. 1968 (Image: TMS)

ephronian

july is like a second go at new years. u have to treat it as such so u dont spin out

shisasan

I regretted the past, not because I wanted to live it over again, but because it is something lovely and forever lost.

July 3, 1927 Journals of Anais Nin 1923-1927 [volume 3]

the-rainbow-of-doom

David Hockney Bigger Trees Nearer Warter, Summer 2008 / Bigger Trees Nearer Warter, Winter 2008

bemusedbibliophile

I usually tell my students that “close reading” means looking at what is actually on the page, reading the text itself, rather than some idea “behind the text.” It means noticing things in the writing, things in the writing that stand out. To give you some idea of what this means, I’ve made up a list of five sorts of things that a close reading might typically notice: (1) unusual vocabulary, words that surprise either because they are unfamiliar or because they seem to belong to a different context; (2) words that seem unnecessarily repeated, as if the word keeps insisting on being written; (3) images or metaphors, especially ones that are used repeatedly and are somewhat surprising given the context; (4) what is in italics or parentheses; and (5) footnotes that seem too long. This list is far from complete—in fact, no complete list is possible—but the list is meant to begin to give you an idea of what sorts of things we notice when we’re doing close reading.

What all five of my examples have in common is that they are minor elements in the text; they are not main ideas. In fact, your usual practice of reading which focuses on main ideas would dismiss them all as marginal or trivial. Another thing they have in common is that, although they are minor, they are nonetheless conspicuous, eye-catching: they are either surprising or repeated, set off from the text or too long. Close reading pays attention to elements in the text which, although marginal, are nonetheless emphatic, prominent—elements in the text which ought to be quietly subordinate to the main idea, but which textually call attention to themselves.

Most of you have been educated to ignore such elements. You have been taught to seek out and identify the main ideas, dismissing the trivial as you go. This has had to be trained into you: read to a young child sometime, you will notice she has the annoying habit of interrupting the flow of the story to draw attention to some minor thing. Close reading resembles the interruptions of that child. It is a method of undoing the training that keeps us to the straight and narrow path of main ideas. It is a way of learning not to disregard those features of the text that attract our attention, but are not principal ideas.

Jane Gallop, “The Ethics of Close Reading: Close Encounters,” Journal of Curriculum Theorizing, Vol.16, No.3 (Fall 2000), pg.7-8 (x)