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Professor Elyse Graham Jean.Graham@Stonybrook.Edu Professor Elyse Graham [email protected] Joyce and the Graveyard of Digital Empires Mondays, 1PM - 3:50PM A survey of digital media scholarship from 1970 to 2000 that takes as its focal point Joyce's 1922 novel, Ulysses—one of the most influential literary works of the 20th century—this seminar investigates major theories of media and literature in relation to the emergence of electronic media technologies. Drawing upon critical theory, media history, and specific artistic and scholarly projects in old and new media, the course asks how and why Joyce came to be used as a defining figure of the "golden age" of hypertext theory: both an exemplary artist and an ultimate editorial challenge. Of special interest to the course is the fate of scholarly projects that took Joyce as their subject, for the challenges of sustainability that the first wave of digital scholarly projects encountered—challenges that reflect on more general problems of preservation in the digital environment, like data corruption, memory failures, and link rot—give rise to important questions about loss, failure, and memory in the history of the digital humanities. Themes that the course explores include hypertext theory, poststructuralist theory, electronic scholarly projects, histories of computing, histories of the book, concepts of the “social text,” and the history of predictions about the fate of traditional written forms in an electronic world. Authors and works include James Joyce, Marshall McLuhan, Roland Barthes, Jacques Derrida, George Landow, Jay David Bolter, Hans Walter Gabler, Michael Groden, Jerome McGann, and interactive digital texts. Aug 27 Introduction & Syllabus Sept 3 James Joyce, Ulysses, “Telemachus” (1922) W. Speed Hill, “Where Would Anglo-American Textual Criticism Be If Shakespeare Had Died of the Plague in 1593?” (2000) Joseph Turow, “On Not Taking the Hyperlink for Granted” (2008) Recommended: Michael Mahoney, “The Histories of Computing(s)” (2005) Alan Liu, “The Meaning of the Digital Humanities” (2013) Sept 10 James Joyce, Ulysses, “Nestor,” “Proteus” (1922) Walter Ong, “Writing Is a Technology that Restructures Thought” (1985/6) Marshall McLuhan, from The Gutenberg Galaxy: The Making of Typographic Man (1962) Elyse Graham, “The Printing Press as Metaphor” (2016) Recommended: Matthew Kirschenbaum, “What Is Digital Humanities and What’s It Doing in English Departments?” (2010) Sept 17 James Joyce, Ulysses, “Calypso” (1922) Vannevar Bush, “As We May Think” (1945) Ted Nelson, from Computer Lib/Dream Machines (1974) Ted Nelson, from Literary Machines (1981) Recommended: John Unsworth, “Scholarly Primitives: What Methods Do Humanities Researchers Have in Common, and How Might our Tools Reflect this?” (2000) Daniel Rosenberg, “As We May Think About the Scholarly Primitives” (2011) Sept 24 James Joyce, Ulysses, “Lotus Eaters,” “Hades,” (1922) Donald Theall, “James Joyce and the Pre-History of Cyberspace” (1992) Darren Tofts, “James Joyce and the Poetics of Hypertextuality” (2002) George Landow, from Hypertext (1992) Recommended: George Landow, “Twenty Minutes into the Future: Or How Are We Moving Beyond the Book?” (1997) John Lavagnino, “Reading, Scholarship, and Hypertext Editions” (1995) Todd Rohman and Deborah Holdstein, “Ulysses Unbound: Examining the Digital (R)evolution of Narrative Context” (1999-00) Oct 1 James Joyce, Ulysses, “Aeolus” (1922) Hans Walter Gabler, “Computer-Aided Critical Edition of Ulysses” (1981) Charles Rossman, “The New Ulysses: The Hidden Controversy” (1988) John Kidd, “Errors of Execution in the 1984 Ulysses” (1990) Hans Walter Gabler, “A Response to John Kidd” (1990) Oct 15 James Joyce, Ulysses, “Lestrygonians,” “Scylla and Charybdis” (1922) Michael Groden, “Perplex in the Pen—and in the Pixels: Reflections on the James Joyce Archive, Hans Walter Gabler’s Ulysses, and ‘James Joyce’s Ulysses in Hypermedia” (1998-9) Michael Groden, “Introduction to ‘James Joyce’s Ulysses in Hypermedia’” (2001) Paper Proposal and Bibliography due (in class and via e-mail) Oct 22 James Joyce, Ulysses, “Wandering Rocks” (1922) Jerome McGann, “Ulysses as a Postmodern Text: The Gabler Edition” (1985) Jacques Derrida, “Two Words for Joyce” (1982) Roland Barthes, from S/Z (1973) Recommended: Jean-Michel Rabaté, “Lapsus Ex Machina” (1984) Oct 29 James Joyce, Ulysses, “Sirens,” “Cyclops” (1922) Robert Coover, “Literary Hypertext: The Passing of the Golden Age” (1999) Jonathan Zittrain, from “The Future of the Internet and How to Stop It” (2008) Nov 5 James Joyce, Ulysses, “Nausicaa” (1922) Nov 12 James Joyce, Ulysses, “Oxen of the Sun” (1922) Mark Marino, “Ulysses on Web 2.0: Towards a Hypermedia Parallax Engine” (2007) José van Dijk, “Facebook as a Tool for Producing Sociality and Connectivity” (2012) José van Dijk, “Facebook and the Engineering of Connectivity” (2013) Paper Draft due (in class and via e-mail) Nov 19 James Joyce, Ulysses, “Circe,” part 1 (1922) Amanda Visconti, “Infinite Ulysses” (2015-6) Amanda Visconti, “Designing Digital Editions: Inclusivity vs. the Literary Canon” (2014) Recommended: Alan Galey, “Designing a Digital Edition of The Taming of a Shrew” (2009) Nov 26 James Joyce, Ulysses, “Circe,” part 2 (1922) Jonathan Reeve, “A Critical Open Edition of James Joyce’s Ulysses” (2016) Jonathan Reeve, “A Macro-Etymological Analysis of James Joyce’s A Portrait of the Artist as a Young Man” (2016) Dec 3 James Joyce, Ulysses, “Eumaeus,” “Ithaca” (1922) Lightning presentations Dec 20 Paper Revision due (via e-mail) .
Recommended publications
  • Ulysses Notes Joe Kelly Chapter 1: Telemachus Stephen Dedalus, A
    Ulysses Notes Joe Kelly Chapter 1: Telemachus Stephen Dedalus, a young poet employed as a school teacher; Buck Mulligan, a med student; and an Englishman called Haines, who is in Ireland to study Celtic culture, spend their morning in their Martello Tower at the seaside resort town of Sandycove, south of Dublin. Stephen, who is mourning for his dead mother, watches Buck shave on the parapet, they discuss things, Buck goes inside to cook breakfast. They all eat while a local farm woman brings them their milk. Then they walk Martello (now called the "Joyce") Tower at down to the "Forty Foot Hole," where Buck Sandycove swims in Dublin Bay. Pay careful attention to what the swimmers say about the Odyssey, Odysseus was missing, Bannons and the photo girl. presumed dead by most, for ten years after the end of the Trojan War, and Look for parallels between Stephen and his palace and wife in Ithaca were Hamlet, on one hand, and Telemachus, the beset by "suitors" who wanted to son of Odysseus, on the other. In the become king. Ulysses is a sequel to Joyce's A Portrait of the Artist as a Young Man, which is a bildungsroman starring Stephen Dedalus. That novel ended with Stephen graduating from University College, Dublin and heading off for Paris to launch his literary career. Two years later, he's back in Dublin, having been summoned home by his mother's illness. So he's something of an Icarus figure also, having tried to fly out of the labyrinth of Ireland to freed om, but having fallen, so to speak.
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  • Intertextuality in James Joyce's Ulysses
    Intertextuality in James Joyce's Ulysses Assistant Teacher Haider Ghazi Jassim AL_Jaberi AL.Musawi University of Babylon College of Education Dept. of English Language and Literature [email protected] Abstract Technically accounting, Intertextuality designates the interdependence of a literary text on any literary one in structure, themes, imagery and so forth. As a matter of fact, the term is first coined by Julia Kristeva in 1966 whose contention was that a literary text is not an isolated entity but is made up of a mosaic of quotations, and that any text is the " absorption, and transformation of another"1.She defies traditional notions of the literary influence, saying that Intertextuality denotes a transposition of one or several sign systems into another or others. Transposition is a Freudian term, and Kristeva is pointing not merely to the way texts echo each other but to the way that discourses or sign systems are transposed into one another-so that meanings in one kind of discourses are heaped with meanings from another kind of discourse. It is a kind of "new articulation2". For kriszreve the idea is a part of a wider psychoanalytical theory which questions the stability of the subject, and her views about Intertextuality are very different from those of Roland North and others3. Besides, the term "Intertextuality" describes the reception process whereby in the mind of the reader texts already inculcated interact with the text currently being skimmed. Modern writers such as Canadian satirist W. P. Kinsella in The Grecian Urn4 and playwright Ann-Marie MacDonald in Goodnight Desdemona (Good Morning Juliet) have learned how to manipulate this phenomenon by deliberately and continually alluding to previous literary works well known to educated readers, namely John Keats's Ode on a Grecian Urn, and Shakespeare's tragedies Romeo and Juliet and Othello respectively.
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  • Rezension Von: Michael Groden: Ulysses in Progress: Princeton, 1977
    James Joyce Quarterly University of Tulsa Tulsa, Oklahoma 74104 THOMAS F. STALEY Editor FRITZ SENN . European Editor CHARLOTTE STEWART Managing Editor ALAN M. COHN ... Bibliographer MARK DUNPHY, CURTIS COTTRELL, CORINNA DEL GRECO LOBNER Graduate Assistants ADVISORY EDITORS James R. Baker, San Diego State University, California; Bernard Benstock, University of Illinois; Heimet Bonheim, University of Cologne; Robert Boyle, S.J., Marquette University; Edmund Epstein, Queens College; Bernard Fleischmann, Montclair State College; Hans Walter Gabler, University of Munich; Arnold Goldman, University of Keele; Nathan Halper; Clive Hart, University of Essex; David Hayman, University of Wisconsin; Phillip Herring, University of Wisconsin; Fred Higginson, Kansas State University; Richard M. Kain, University of Louisville; Hugh Kenner, The Johns Hopkins University; Leo Knuth, University of Utrecht; A. Walton Litz, Princeton University; Vivian Mercier, University of California, Santa Barbara; Margot C. Norris, University of Michigan; Darcy O'Brien, University of Tulsa; Joseph Prescott, Wayne State University; Hugh Staples, University of Cincinnati; Weldon Thornton, University of North Carolina. Single Copy Price $3.00 (U.S.); $3.50 (foreign) Subscription Rates United States Elsexvhere 1 year 2 years 3 years 1 year 2 years 3 years Individuais: $10.00 $19.50 $29.00 $11.00 $21.50 $32.00 Institutions: 11.00 21.50 32.00 12.00 23.50 35.00 Send subscription inquiries and address changes to James Joyce Quarterly, University of Tulsa, Tulsa, OK 74104. Claims for back issues will be honored for three months only. All back issues except for the current volume may be ordered from Swets & Zeitlinger, Heereweg 347b, Lisse, The Netherlands, or P.O.
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  • Not the Same Old Story: Dante's Re-Telling of the Odyssey
    religions Article Not the Same Old Story: Dante’s Re-Telling of The Odyssey David W. Chapman English Department, Samford University, Birmingham, AL 35209, USA; [email protected] Received: 10 January 2019; Accepted: 6 March 2019; Published: 8 March 2019 Abstract: Dante’s Divine Comedy is frequently taught in core curriculum programs, but the mixture of classical and Christian symbols can be confusing to contemporary students. In teaching Dante, it is helpful for students to understand the concept of noumenal truth that underlies the symbol. In re-telling the Ulysses’ myth in Canto XXVI of The Inferno, Dante reveals that the details of the narrative are secondary to the spiritual truth he wishes to convey. Dante changes Ulysses’ quest for home and reunification with family in the Homeric account to a failed quest for knowledge without divine guidance that results in Ulysses’ destruction. Keywords: Dante Alighieri; The Divine Comedy; Homer; The Odyssey; Ulysses; core curriculum; noumena; symbolism; higher education; pedagogy When I began teaching Dante’s Divine Comedy in the 1990s as part of our new Cornerstone Curriculum, I had little experience in teaching classical texts. My graduate preparation had been primarily in rhetoric and modern British literature, neither of which included a study of Dante. Over the years, my appreciation of Dante has grown as I have guided, Vergil-like, our students through a reading of the text. And they, Dante-like, have sometimes found themselves lost in a strange wood of symbols and allegories that are remote from their educational background. What seems particularly inexplicable to them is the intermingling of actual historical characters and mythological figures.
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  • Ulysses: the Novel, the Author and the Translators
    ISSN 1799-2591 Theory and Practice in Language Studies, Vol. 1, No. 1, pp. 21-27, January 2011 © 2011 ACADEMY PUBLISHER Manufactured in Finland. doi:10.4304/tpls.1.1.21-27 Ulysses: The Novel, the Author and the Translators Qing Wang Shandong Jiaotong University, Jinan, China Email: [email protected] Abstract—A novel of kaleidoscopic styles, Ulysses best displays James Joyce’s creativity as a renowned modernist novelist. Joyce maneuvers freely the English language to express a deep hatred for religious hypocrisy and colonizing oppressions as well as a well-masked patriotism for his motherland. In this aspect Joyce shares some similarity with his Chinese translator Xiao Qian, also a prolific writer. Index Terms—style, translation, Ulysses, James Joyce, Xiao Qian I. INTRODUCTION James Joyce (1882-1941) is regarded as one of the most innovative novelists of the 20th century. For people who are interested in modernist novels, Ulysses is an enormous aesthetic achievement. Attridge (1990, p.1) asserts that the impact of Joyce‟s literary revolution was such that “far more people read Joyce than are aware of it”, and that few later novelists “have escaped its aftershock, even when they attempt to avoid Joycean paradigms and procedures.” Gillespie and Gillespie (2000, p.1) also agree that Ulysses is “a work of art rivaled by few authors in this or any century.” Ezra Pound was one of the first to recognize the gift in Joyce. He was convinced of the greatness of Ulysses no sooner than having just read the manuscript for the first part of the novel in 1917.
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  • Dante's Ulysses
    7 DANTE'S ULYSSES In a short story entitled "La busca de Averroes,,1 which could be translated as "Averroes' quandary", the Argentinian writer Jorge Luis Borges raises an issue which I would like to take as the point of departure for my talk. A verroes, a 12th century Arabic philosopher, is well known in connection with ])antc as a translator and intcrpreter of Aristotle's work. His brand of radical Aristotelianism, which deviates somewhat from Thomas Aquinas' more orthodox line, definitely had some influence on Dante's thought, but this is only tangential to Borges' story and to the ideas I intend to develop here. The story introduces Averroes in the topical setting of a garden in Cordoba philosophizing with his host, a Moslem prince, and other guests on the nature of poetry. One of the guests has just praised an old poetic metaphor which com­ pares fate or destiny with a blind camel. Averroes, tired of listening to the argu­ ment challenging the value of old metaphors, interrupts to state firmly, first, that poetry need not cause us to marvel and, second, that poets are less creators than discovcrers. Having pleased his listeners with his defence of ancient poetry, he then returns to his labour of love, namely the translation and commentary on Aristotle's work which had been keeping him busy for the past several years. Before joining the other guests at the prince's court, Averroes had puzzled ovcr the meaning of two words in Aristotle's Poetirs for which he could find no equiva­ lent.
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  • The Yale Epiphanies: a New Typescript Sangam Macduff University of Geneva
    GENETIC JOYCE STUDIES – Issue 17 (Spring 2017) The Yale Epiphanies: A New Typescript Sangam MacDuff University of Geneva I recently discovered a typescript of Joyce’s epiphanies amongst the Eugene and Maria Jolas papers at Yale (GEN MS 108.XV.64.1503). The typescript was not reproduced in the James Joyce Archive, is not listed in Michael Groden’s Index of Joyce’s manuscripts, and appears to have escaped the Joycean radar. Although it does not contain any new epiphanies, this late, careful copy of nineteen holograph epiphanies sheds light on a number of intriguing features of Joyce’s early work, whilst forcing us to revise some of our most commonplace assumptions about them. Indeed, the unexpected discovery of this typescript reminds us how little is known about Joyce’s epiphanies with any certainty. Around 1901 or 1902, Joyce began writing a series of short texts he called “Epiphany” or “Epiphanies,” with or without the capital (L II 28, 78; cf. L II 35). On 8 February 1903, he told Stanislaus “my latest additions to ‘Epiphany’ might not be to [Russell's] liking” [L II 28]); his inverted commas indicate that, initially at least, Joyce thought of “Epiphany” as a unified collection with a title.1 By March 1903, work on the collection was well underway, and Joyce clearly had an order in mind, since he told Stanislaus that he had “written fifteen epiphanies – of which twelve are insertions and three additions” (L II 35). This implies an ordered series, which is corroborated by Stanislaus Joyce’s recollection that “two or three months after” May Joyce’s death (August 13 1903) he found epiphany 21 “added to my brother’s series of epiphanies” (MBK 235).
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  • Reading Penelope and Molly: an Intertextual Analysis
    Reading Penelope and Molly: An Intertextual Analysis A thesis submitted to the Miami University Honors Program in partial fulfillment of the requirements for University Honors By Michelle L. Mitchell May 2004 Oxford, OH ii Abstract Reading Penelope and Molly: An Intertextual Analysis by Michelle L. Mitchell This thesis takes an intertextual approach to Homer’s Odyssey and James Joyce’s Ulysses. Intertextual analysis goes beyond examining the ways Joyce adopts Homer’s themes and characters in his own modern epic to also consider the ways in which a reading of Ulysses can affect one’s understanding of the Odyssey. Examining the reader’s role in the production and consumption of texts allows for a more realistic examination of how texts are actually processed. The focus of my interetextual analysis of both works is on the representation of women, particularly Penelope and Molly Bloom. iii iv An Intertextual Analysis of the Representations of Women in Homer’s Odyssey and Joyce’s Ulysses by Michelle L. Mitchell Approved by: _____________________________________, Advisor Judith de Luce _____________________________________, Reader Madelyn Detloff _____________________________________, Reader Kathleen Johnson Accepted by: _____________________________________, Director, University Honors Program v vi Acknowledgements Many thanks to my advisor, Judith de Luce, for her encouragement and guidance. Thanks also to Madelyn Detloff and Kathleen Johnson, my readers, for their suggestions. I would also like to thank the Office for the Advancement of
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  • Study Material on the Poem "Ulysses" by Alfred Tennyson , CC-5, 3Rd Semester, English Honours
    Study Material on the poem "Ulysses" by Alfred Tennyson , CC-5, 3rd Semester, English Honours Alfred Tennyson: Alfred Tennyson (6 August 1809 – 6 October 1892) was a British poet. He was the Poet Laureate during much of Queen Victoria's reign and remains one of the most popular British poets. In 1829, Tennyson was awarded the Chancellor's Gold Medal at Cambridge for one of his first pieces, "Timbuktu". He published his first solo collection of poems, Poems Chiefly Lyrical in 1830. "Claribel" and "Mariana", which remain some of Tennyson's most celebrated poems, were included in this volume. Although decried by some critics as overly sentimental, his verse soon proved popular and brought Tennyson to the attention of well-known writers of the day, including Samuel Taylor Coleridge. Tennyson's early poetry, with its medievalism and powerful visual imagery, was a major influence on the Pre-Raphaelite Brotherhood. Tennyson also excelled at penning short lyrics, such as "Break, Break, Break", "The Charge of the Light Brigade", "Tears, Idle Tears", and "Crossing the Bar". Much of his verse was based on classical mythological themes, such as "Ulysses", although "In Memoriam A.H.H." was written to commemorate his friend Arthur Hallam, a fellow poet and student at Trinity College, Cambridge, after he died of a stroke at the age of 22. Tennyson also wrote some notable blank verse including Idylls of the King, "Ulysses", and "Tithonus". During his career, Tennyson attempted drama, but his plays enjoyed little success. A number of phrases from Tennyson's work have become commonplaces of the English language, including "Nature, red in tooth and claw" (In Memoriam A.H.H.), "'Tis better to have loved and lost / Than never to have loved at all", "Theirs not to reason why, / Theirs but to do and die", "My strength is as the strength of ten, / Because my heart is pure", "To strive, to seek, to find, and not to yield", "Knowledge comes, but Wisdom lingers", and "The old order changeth, yielding place to new".
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  • AN ANALYTICAL and DESCRIPTIVE BIBLIOGRAPHY STUDY of MEDIAEVAL ENGLISH DOCUMENTATION Elena Alfaya
    The Grove P. 1 The Grove P. 3 The Grove Working Papers on English Studies Número 12 2005 Grupo de Investigación HUM. 0271 de la Junta de Andalucía The Grove P. 4 THE GROVE, WORKING PAPERS ON ENGLISH STUDIES Editor Concepción Soto Palomo Assistant Editor Yolanda Caballero Aceituno General Editor Carmelo Medina Casado Editorial Board J. Benito Sánchez, E. Demetriou, J. Díaz Pérez, M. C. Garrido Hornos, J. A. George, A. Lázaro Lafuente, J. López-Peláez Casellas, N. McLaren, J. M. Nieto García, E. Olivares Medina, J. Olivares Medina, N. Pascual Soler, J. Ráez Padilla, J. Talvet, B. Valverde Jiménez Scientific Board Juan Fernández Jiménez (Penn State University) Francisco García Tortosa (University of Sevilla) J. A. George (University of Dundee) Santiago González Fernández-Corugedo (University of Oviedo) Miguel Martínez López (University of Valencia) Gerardo Piña Rosales (City University of New York) Fred C. Robinson (Yale University) James Simpson (University of Cambridge) Jüri Talvet (Universidad de Tartu, Estonia) Style Supervisor Elizabeth Anne Adams Edita ©: Grupo de Investigación Hum. 0271 de la Junta de Andalucía Front cover design: David Medina Sánchez Diseño de cubierta: Servicio de Publicaciones de la Universidad de Jaén Depósito Legal: J-689-2005 I.S.S.N.: 1137-00SX Indexed in MLA and CINDOC Difusión: Publicaciones de la Universidad de Jaén Vicerrectorado de Extensión Universitaria Paraje de Las Lagunillas, s/n - Edificio 8 23071 JAÉN Teléfono 953 21 23 55 Impreso por: Gráficas “La Paz” de Torredonjimeno, S. L. Avda. de Jaén, s/n 23650 TORREDONJIMENO (Jaén) Teléfono 953 57 10 87 - Fax 953 52 12 07 The Grove P.
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  • The Reception of the Swedish Retranslation of James Joyce’S Ulysses (2012)
    humanities Article The Reception of the Swedish Retranslation of James Joyce’s Ulysses (2012) Elisabeth Bladh Department of languages and literatures, University of Gothenburg, 414 61 Gothenburg, Sweden; [email protected] Received: 31 July 2019; Accepted: 14 August 2019; Published: 30 August 2019 Abstract: This article focuses on how the second Swedish translation of James Joyce’s novel Ulysses (2012) was received by Swedish critics. The discussion of the translation is limited to a number of paratextual features that are present in the translation, including a lengthy postscript, and to the translation’s reviews in the daily press. The release of the second Swedish translation was a major literary event and was widely covered in national and local press. Literary critics unanimously welcomed the retranslation; praising the translator’s raw, vulgar and physical language, his humour, and the musicality of his expression. Regarding its layout, title, and style, the new translation is closer to the original than the first translation from 1946 (revised in 1993). The postscript above all emphasizes the humanistic value of Joyce’s novel and its praise of the ordinary. It also addresses postcolonial perspectives and stresses the novel’s treatment of love and pacifism. These aspects were also positively received by the reviewers. For many reviewers, the main merit of the novel is found in its tribute to sensuality and the author’s joyful play with words. Negative comments tended to relate to the novel’s well-known reputation of being difficult to read. One reviewer, however, strongly questioned the current value of the experimental nature of the novel.
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  • Reading Joyce in and out of the Archive WIM VAN MIERLO
    Reading Joyce in and out of the Archive WIM VAN MIERLO Joyce's works have been blessed—some might say: burdened—with a vast body of critical writing. While that body of writing is not all academic—it began with a good number of critical appreciations by Joyce's friends, supporters and acolytes in literary journals and book length studies that appeared alongside book reviews and critical notices in the popular press—it is certainly worth reflecting on how academic writing has shaped and guided the reception of Joyce's œuvre. That this is not purely an academic question is contained in the fact that readers (whether they belong to that first generation of readers puzzled by Joyce's radically modernist style in the thirties and forties or to the vast class of Joyce enthusiasts and graduate students who struggle with the allusive detail or narrative and intertextual complexity of the later writings) so often approach Joyce through the critics.1 Sifting through the various responses to academic Joyce criticism, a striking paradox emerges: on the one hand, an utterly hostile dismissal of Joyce criticism, amounting to a veritable industry with all its connotations of being overbearing and overproduced, comes from readers who find it hard to cope with the abstruse, self-indulgent discourse of academic criticism; on the other hand, the continuing use of "classics" of Joyce criticism, such as Ellmann's biography, Gifford's and McHugh's annotations, Kenner, Hayman and Hart, Glasheen, Atherton, Campbell and Robinson, Tyndall and so on, follows from many readers' feelings of inadequacy to confront Joyce's complicated works on their own terms.
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