The maxims of good writing described by Leech & Deuchar (2005) are

clearly reflected in this text. In this sense, we can affirm that although in this
text the sentences have an appropriate length (neither too long nor too
short), the language is not easy to follow since the author uses a very
specific language difficult to understand for people who have limited
knowledge on the subject (e.g. boyhood medievalism, Victorian peachesand-cream ideal). Even so, the terms used are not considered ambiguous,
facilitating, to some extent, the interpretation of the text. However, the
obscurity of some parts of the text can result confusing:
Of the result, however, G.K. Chesterton declared that the way the
living, leonine head projects form green and silver decoration was apt,
since the immersion of a singularity full-blooded and aggressive man in the
minutiae of aesthetics is the paradox that attracted men to Morris.
On the other hand, most of the main ideas are clear and there are no
unnecessary repetitions, allowing readers to focus their attention on the
main ideas. Nevertheless, it can be found sentences that are not relevant to
the subject. For example, we can omit this sentence without the text loses
meaning:
Born in Oxford, the daughter of a stableman, Jane Burden was seventeen
when discovered by Rossetti and Burney-Jones, while they were decorating
the debating chamber at Oxford University and persuaded for Queen
Guinevere and La Belle Iseult.

The role of the reader

Dar informacion sobre el circulo prerafalite, The reader curiosities are focus
about several aspects of the characters life. As commented by Hubbard
there is a lot of interest to know aspects that other aspects that are not
directly related with their jobs or achievement such as how and where they
live, their marriages, their divorces and their love lifes

Explain the role of schemata, assumptions, presuppositions in the reading

and interpretation of the text. Describe the previous knowledge and
experience that readers should have to deal with the text successfully.

Schemata can also embed one within another There can be a dominant
schema containing numerous subschemata. Jose Luiz Meurer
Event-based schemata can be organized under scripts, or scenarios. A
script, or scenario, is a dominant event sequence that "describes the
interaction of a number of different concepts, people, places and things-organized arounda goal, for example, eating . . . Knowledge of scripts for
recurrent events enables the child (or adult) to predict what, when, and who
in familiar situations" (Nelson, 1977, p. 222).
Hudson's study (1982) shed some light on the above question.
These could be broadly defined as the linguistic component, the prior
knowledge or schemata component, and the affective component. In his
own words, The first component is composed of basal elements such as
letter and word recognition, phonemegrapheme correspondence, and
recognition of the lexical syntactic, semantic, and discourse linguistic
relationships which are present through the text. The second component
involves the reader's hypothesis production and testing, guessing and
identification of meaning, categorization of information, fitting new
information to prior knowledge, reconciliation of assumptions to new
possibilities of meaning, and the internalization of information. The third
involves affective features which surround the reader... (emphasis added).
Later research by Yopp (1988) indicated that when students learn to
generate questions for text, their overall comprehension improves. In a
variation that wedded the logic of QARs with the work on story schemas
(e.g., Singer & Donlan, 1982),