In Leah Price & Matthew Rubery (eds.), Further Reading. New York: Oxford University Press (forthcoming)
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This chapter revisits three common ideas about how consciousness works when we read fiction. Firstly, I contest the notion that the reading consciousness is a container of sorts, containing a circumscribed amount of textual stimulus. Secondly, I argue against the view that readers abstract their personal concerns away in reading, and that they do so with benefit. Thirdly, I show how the reading consciousness encompasses rather than excludes the physical situation and environment of reading. For each idea revisited, I discuss practical implications for how reading could be taught, assessed, and staged in educational settings.
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