Making a Case for Emotion in the Common Core Understanding of Close Reading

Emily Wender

Abstract


This article argues that close reading is a more authentic, relevant, and powerful practice for students when we treat emotion in readers and in texts as a rhetorical category of analysis. Both building off of the Common Core State Standards’ focus on close reading and critiquing its limiting definition, this article both models and analyzes a type of close reading that puts rhetorical analysis of emotion at its center. The text under consideration is a reading response composed by a student in a sophomore English class in an urban public school in the South. Ultimately, the article argues that by privileging emotion as a rhetorical category of analysis, emotions gain significance beyond the individual, pointing to stances on the world and to relationships with others. By considering the rhetorical force of emotion along with scholarship on emotion in literacy and cultural studies, I offer this article as one way of troubling the CCSS from within.


Keywords


close reading; emotion; rhetorical; standards; object;

Full Text:

PDF



JCT: Journal of Curriculum Theorizing is an interdisciplinary journal of curriculum studies. It offers an academic forum for scholarly discussions of curriculum. Historically aligned with the "reconceptualist" movement in curriculum theorizing, and oriented toward informing and affecting classroom practice, JCT presents compelling pieces within forms that challenge disciplinary, genre, and textual boundaries.

The journal is published by the Foundation for Curriculum Theory and is associated with the Bergamo Conference on Curriculum Theory and Classroom Practice, held in the autumn of each year. JCT is indexed in The Education Index.

NOTICE: As of December 2008, the Journal of Curriculum Theorizing (Volume 24, Issue 1) and all future issues
are available freely and exclusively online to all individuals and institutions. More Information...

Contributors to the Journal of Curriculum Theorizing retain copyright to their work.

All other content: Copyright © Foundation for Curriculum Theory. All rights reserved.

ISSN: 1942-2563