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“A reader does not suddenly comprehend what is being read or studied, in a snap, miraculously. Comprehension needs to be worked forged, by those who read and study; as subjects of the action, they must seek to employ appropriate instruments in order to carry out the task. For this very reason, reading and studying form a challenging task, one requiring patience and perseverance.”

“I like to be aware of a book as a piece of writing, and aware of its structure as a product of mind, and yet I want to be able to see the represented world through it. I admire artists who succeed in dividing my attention more or less evenly between the world of their books and the art of their books . . . so that a reader may study the work with pleasure as well as the world that it describes.”

“I have been induced to adopt this course by a desire that my readers should be taught to think as well as to experiment, and thus be qualified at an early part of their study to discriminate between the true and the false, and acquire the facts of the science without being mystified by its fictions.”

“Study your reader first - your product second. If you understand his reactions, and present those phases of your product that relate to his needs, then you cannot help but write a good letter.”

“I hope any poem I've ever written could stand on its own and not need to be a part of biography, critical theory or cultural studies. I don't want to give a poetry reading and have to provide the story behind the poem in order for it to make sense to an audience. I certainly don't want the poem to require a critical intermediary - a "spokescritic." I want my poems to be independently meaningful moments of power for a good reader. And that's the expectation I initially bring to other poets' writing.”

“I am not a psychological novelist, and I try very hard not to allow the reader to see the plight or circumstances of the characters as individual psychological plights. That's my preference; still, a lot of people do read my novels as psychological studies, and they're right to read them that way too, if that's what they mean to them.”

“I am not against standardized tests. There are tests and tests and tests, and, to simplify, the ones I favor are criterion-referenced tests of skills, aligned with the curriculum. Social and emotional skills are important but skills are too. I find it heartbreaking that this is so often seen as an either-or choice. To get to the richness of studying literature, for example, you must first be an adept and confident reader. Whether you are is something a good test can measure.”

“All spiritual growth comes from reading and reflection. By reading we learn what we did not know; by reflection we retain what we have learned. The conscientious reader will be more concerned to carry out what he has read than merely to acquire knowledge of it. In reading we aim at knowing, but we must put into practice what we have learned in our course of study.”