This full-time funded PhD studentship research project will explore the phenomenon of re-reading. Re-reading a text, albeit through second, third or multiple readings, invites varied experiences. The text remains the same, while the attitudinal, social or contextual stance of the reader will have altered. Significantly, readers’ knowledge of the text or story will uncover or modify their perceptions and interpretations. With notable exceptions, re-reading as a reading habit or practice – those occasions where readers choose to return to a book previously read as part of their everyday engagement with texts – has hitherto not been extensively explored in literary, linguistic or stylistic research.
As part of this extended project, the successful candidate will work under the supervision of Dr Chloe Harrison and Dr Natalia Stanulewicz-Buckley in order to:
- Explore how and why people re-read texts;
- Examine how cognitive stylistic frameworks can explain the distinctive attentional and emotional changes experienced by readers during first and subsequent readings of a text;
- Critically review the existing interdisciplinary work on re-reading and attention, including empirical work in narratology, stylistics, literary studies, psychology and cognitive linguistics;
- Design and implement an empirical reader study to generate data that captures real readers’ responses to re-reading processes and practices;
- Explore the relationship between re-reading and empathetic alignment, emotional responses and/or reader wellbeing.