[ecrea] Symposium on Close Reading, Codes and Interpretation

*A day symposium hosted by Middlesex University's Language and 
Communication research cluster*

*Middlesex University's Language & Communication research cluster warmly 
invites you to this one-day symposium on ‘Close reading, codes and 
interpretation’, on Tuesday 13 June.*

In some reckonings, ‘close reading’ is now around 90 years old, having 
been inaugurated in I. A. Richards’ Principles of Literary Criticism 
(1926) and Practical Criticism (1929). The close reading of texts has 
become arguably the central activity of the humanities and close reading 
is carried out across different levels of education and through a number 
of disciplines.

As its practitioners recognize, procedures of close reading can become 
ossified into routine practices of code identification rather than 
active interpretation.

This day symposium seeks to ask what ‘close reading’ is like now, how it 
is exercised in education in different contexts and how it might differ 
from or resemble ‘codes’ of reading.

It features papers by teachers in Higher Education, Further Education 
and Secondary Education, including:

Barbara Bleiman (English and Media Centre), 'Close reading in Secondary 
English –  practices, problems and solutions’

Dr Billy Clark (Middlesex University), ‘Pragmatic inference and reading 
processes’

Professor Paul Cobley (Middlesex University), ‘The magic of codes: 
semiotics and close reading’

Louisa Enstone (Darrick Wood School), ‘Is it time to stop pee-ing? A 
grassroots study into teaching reading and essay writing at Secondary’

Marcello Giovanelli (Aston University) and Jess Mason (Sheffield Hallam 
University), ‘Whose close reading?: emphasis, attention and cognition in 
the literature classroom’

Andrea Macrae (Oxford Brookes University), ‘Close reading as process and 
product’

Jon Orman (University of Hong Kong), ), ‘Thick description and/as close 
reading: some language-philosophical reflections’

Adrian Pablé (University of Hong Kong), ‘Interpretation, radical 
indeterminacy and close reading’

Stefan Peto (Simon Langton Grammar School for Boys), ‘Close reading at 
the chalk-face: strategies and observations in Key Stage 3’

Dr Johan Siebers (Middlesex University), 'Only the furthest distance 
would be closeness – semantic anarchism, close reading and academic 
practice’

Cost: £10 (includes lunch and refreshments).

More information and registration:

http://www.mdx.ac.uk/events/2017/06/language-and-communication-symposium


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