Boston university essay

Just follow the steps below to submit and boston university essay your college application. If you are applying from high school or with equivalent high school requirements, you will apply as a First-Year Applicant.

Are you a citizen from outside the US? Be sure to see the requirements on the International Applicants page. If you have completed at least one semester as a degree candidate at another college or university, apply as a Transfer Applicant. Deadlines Mark these important dates on your calendar. More than just academics, a BU education prepares you to make the most of life. Image: Photograph by Maclean Dameron, Cornell University Photo Sciences Dept. Bad readers were not born, they were created.

To know them is to understand literature and politics in postwar America. The reader should belong to a book club. The reader should identify himself or herself with the hero or heroine. The reader should concentrate on the social-economic angle. The reader should prefer a story with action and dialogue to one with none. The reader should have seen the book in a movie. The reader should be a budding author.

The reader should have a dictionary. The reader should have some artistic sense. The students leaned heavily on emotional identification, action, and the social-economic or historical angle. Of course, as you have guessed, the good reader is one who has imagination, memory, a dictionary, and some artistic sense. On one level Nabokov was airing a teacher’s frustration at how U. Bad readers’ were not born, they were created in postwar America. The task of making them visible is to reconstruct the role that literature has played—and continues to play—in the international public sphere.

Although his pop quiz registers his disdain for readers who deprioritized aesthetics, Nabokov himself was no stranger to such institutional projects of reading. Never before had so many people aspired to engage with literary texts as serious works of art, armed with an autonomous set of rules governing what they read, how they read, and to what ends. Indeed, Nabokov’s lecture seemed custom designed to bolster a general disdain for bad readers in U. Conrad Aiken put it so bluntly in a 1956 letter to President Dwight D. They lead us to the kinds of citizens—the internationalized subjects—that practices of bad reading aspired to produce. Nowhere was this shift in reading practices more apparent than in institutions of international communication, where American literature played a crucial role in helping national and international readers alike acclimate to the rise of U. World War II and to the perpetually anxious state of Cold War liberalism in the years that followed.

At the same time that U. Yet just as good readers required bad readers to prop up their sense of social distinction, so too did the category of literature require something outside itself to stabilize it. These literate subjects used reading to navigate a political climate that championed liberal individualism, on the one hand, while establishing unprecedented forms of institutional oversight, on the other. Like a paramilitary group, which borrows its training techniques from the military but adapts them to different ends, or a parasite, which lives beside and feeds off its host, paraliterary readers exist alongside and in dialogue with the institutions of literature. How did these strange, but no less systematic or meticulously considered, methods of reading come to shape the constellation of aesthetic and communicative practices within which postwar American literature flourished?

How does one become a paraliterary reader? But what texts and institutional spaces account for the creation of bad readers? Let me begin, somewhat conservatively, as Nabokov suggests his good reader ought, with a dictionary. Tracking the various and evolving meanings of the term paraliterary—as a genre, a reading practice, and an institutional domain—offers a general framework for understanding the bad reader: from the early 20th century through the 1970s, delegitimated attitudes toward reading literature thrived in institutions oriented to international communication.