Katherine Crighton

i have access to powers and locations that he cannot access independently; he needs my help to navigate the world i've brought him to

i simply found him outside and abducted him one day

there are many cats in the world, but this one is the best and my most favorite. why? because he was available to abduct that morning and for very little other reason.

i have a much greater understanding of this world than him, but he has unshakable confidence in his ability to figure it out and i find that really cute

the power dynamic is fundamentally unbalanced, but i let him have a little audacity. a little combativeness and sass. as a treat.

some humans are needlessly cruel to cats or take them in for a short time before neglecting or abandoning them. but i have chosen to love and guard this one with my life. because i think he's neat.

In my AP Art class, there was a girl who was just starting to experiment with mixed media. At this point she was still playing around, trying to decide what direction she wanted to go with her portfolio. So one critique day, she brought in an abstract canvas with some rhinestone highlights and painted and real peacock feathers. She loved sparkles and peacock feathers so she thought she’d try introducing them a *little*. And after everyone had given some input, the teacher gave her his advice, VERY roughly paraphrased here:

“So here’s the thing… I do not like this style. These are just elements that do not speak to me personally, but I see that you like them, and you’re doing interesting things with them.

“My biggest critique is, I only merely *dislike* this piece. I want you to make me HATE it. Go crazy with the things that you like. Don’t hold back trying to make it palatable to people like me. Because I am NEVER going to like it. And if the audience does not like it, it should drive them crazy seeing how much YOU love it.”

Her portfolio was chock full of neon colors and glitter and rhinestones and splashes of peacock feathers and it was a delight. Our teacher despised every piece lol, but she got great marks and I think even won some awards. And more importantly, she was happy and proud of the results. Because she didn’t limit herself by trying to appeal to people who were never going to enjoy what she enjoyed.

and it’s hilarious when they pull pranks on each other, like attaching things to other people’s caps:

or the beloved hot foot prank:

or when they decided to put a guy’s pants over his head and make it seem like he was walking on his hands:

or when they opposing pitchers took turns playing tic tac toe every time they got on the mound:

The Ottolenghi - it is vital that you use 1g of this very expensive ingredient. It comes from a 500g bag with a one-week shelf life.

The time machine - 15-minute recipe! First, leave to marinate overnight...

The dishwasher - one-pot recipe! Now decant your ingredients and wipe out your pot. And again. And again. And again.

The optimist - cook the onions until caramelised (2 minutes).

The kindergarten teacher - get one nommable little tree of broccoli and bosh that into boiling water. Delish!

The brand names only - ingredients: Ritz crackers, Philadelphia cheese, Cool Whip, orange Jell-o...

The 1950s palate - use one (1) clove of garlic and a small pinch of chili flakes (omit if preferred).

tags have done a murder on me

The research papers I've personally read (in or about) are all about ancient cookbooks (clay tablet) and they're all Grandma method;

But one little girl was like “oh, it’s a musical about ME you say” and the character list was all the other girls in the class cast as her body parts, and a story about how her body works.

“Kaylee is nice so she will be the heart. Lily is my kidneys. Sapphire is the lungs.”

What all five of my examples have in common is that they are minor elements in the text; they are not main ideas. In fact, your usual practice of reading which focuses on main ideas would dismiss them all as marginal or trivial. Another thing they have in common is that, although they are minor, they are nonetheless conspicuous, eye-catching: they are either surprising or repeated, set off from the text or too long. Close reading pays attention to elements in the text which, although marginal, are nonetheless emphatic, prominent—elements in the text which ought to be quietly subordinate to the main idea, but which textually call attention to themselves.

Most of you have been educated to ignore such elements. You have been taught to seek out and identify the main ideas, dismissing the trivial as you go. This has had to be trained into you: read to a young child sometime, you will notice she has the annoying habit of interrupting the flow of the story to draw attention to some minor thing. Close reading resembles the interruptions of that child. It is a method of undoing the training that keeps us to the straight and narrow path of main ideas. It is a way of learning not to disregard those features of the text that attract our attention, but are not principal ideas.