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From the editor's introduction: 'the reading historian needs some kind of tangible record to use as a starting point – and most often this record takes the form of a reading anecdote.... Reading historians, Allington argues, should focus less on the veracity of reading anecdotes and more on their structuring tropes and themes; doing so, he suggests, will enhance their evidentiary function by moving scholarly debates past questions of reliability and legitimacy and will, finally, generate richer histories of reading.ï¿½ (pp. 3-4)
The chapter's main example is James Hogg's account of his first encounter with the work of Robert Burns, but I also re-examine some of the evidence used in Jonathan Rose's influential monograph, The intellectual life of the British working classes (Yale UP, 2001).
|Item Type:||Book Chapter|
|Copyright Holders:||2010 Daniel Allington|
|Academic Unit/School:||Faculty of Wellbeing, Education and Language Studies (WELS)|
|Interdisciplinary Research Centre:||Centre for Research in Education and Educational Technology (CREET)|
|Depositing User:||Daniel Allington|
|Date Deposited:||27 Sep 2010 15:41|
|Last Modified:||06 Mar 2017 20:17|
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