Inhalt
Introduction
1 Reader-Response Criticism
1.1 Reading as a Journey
1.2 Rosenblatt’s Transactional Theory
1.3 Frames
1.4 Iser’s Model of Meaning-Making
1.5 The Overdetermination of Literary Texts
2 Transaction in Educational Settings
2.1 The Ease of Reading
2.2 The Teacher of Literature as a Facilitator
2.3 Reading in Stages
Stage 1: Framing
Stage 2: Reading
Stage 3: Think-Tank
Stage 4: Lockstep
Stage 5: Rereading
Stage 6: Conclusions
Stage 7: Closure
2.4 Learner Texts & Activities
3 Cognitive (Literary) Studies
3.1 The Return of the Reader
3.2 Mental Models
3.3 Emotions & Empathy
3.3.1 The Feeling of What Happens
3.3.2 Types of Reading-Related Feelings
3.3.3 Transportation
3.3.4 Empathy
3.4 Embodied Cognition & Enactivism
3.5 Conceptual Metaphors & Blending
3.5.1 Basic Principles
3.5.2 Metaphors
3.5.3 Metonymies
3.5.4 Blending
3.6 Blending & Literary Studies
4 Cognitive Approaches to Comics
4.1 Synopsis
4.2 Definitions
4.3 Cartooning
4.4 An Art of Tensions
4.4.1 Words vs. Images
4.4.2 Image vs. Series/Sequence
4.4.3 Sequence vs. Page
4.4.4 Experience vs. Object
4.5 A Cognitive Reading of Craig Thompson’s Blankets (Chapter I)
5 Autobiographical Comics
5.1 The Conceptual Ambiguity of Autobiography
5.1.1 A Struggle with Definitions
5.1.2 A Brief History of Autographics
5.1.3 Autographical Challenges to Autobiographical Genre Theory
5.2 Life Writing & Blending
5.2.1 The Autobiographical Act as Blending
5.2.2 Developing Autobiographical Reasoning
5.2.3 Autobiographical Memory
5.2.4 Photographic Evidence
5.3 Authenticity & Emotional Truth
5.4 Autobiographical Selves
5.5 Embodiment & Enaction
5.6 Types of Autobiographical Comics
Conclusion
List of Illustrations
Bibliography
