Debate--where one wins and one loses, one is right and the other wrong--is not an appropriate model for most discussion of literature. Rosenblatt and her theory Reader Response Theory Examples Classroom Application Classroom Examples Conclusion Benefits Challenges The Writing Process Students make personal connections with text More tolerant of multiple interpretations Students become better critical thinkers and readers Not every response to the text is equally valid or appropriate Students make their own interpretations of the text Every encounter with literature is different for every person and student. Throughout her life, Rosenblatt was consistently involves in political activism. We regularly check this is a fully automatic process the availability of servers, the links to which we offer you. In 2002 she moved to , to live with her son Jonathan.
This process exemplifies not only reader-response criticism but also. Rosenblatt was married to Sidney Ratner, an economic historian at Rutgers University. Her main points are basically: 1. The reader is as much a part of the reading experience as the text, and that all critical stances which try to ignore this fact are misrepresenting facets of the reading act. New York: Modern Language Association; 1995. New York: Noble and Noble; 1983.
I do agree that reading is an active process, but it did not seem different from what many other people have already said and done. Determinate meaning refers to what might be called the facts of the text, certain events in the plot or physical descriptions clearly provided by the words on the page. Not all responses to texts are equal: those that pay more attention to the nuances of texts and account more comprehensively for more aspects of the felt experiance of the reader are better responses. Here, readers are engaged in the experience of reading, itself. The text is simply ink on paper until a reader comes along. In 1992 Rosenblatt was inducted into the 's Reading Hall of Fame. Transactional theory does not deny the validity of other approaches to literature.
Third-party sites are multimedia services that allow you to read and download e-books. Rosenblatt is survived by a son, Jonathan, of Arlington, Va. For the reader's part, he or she must pay close attention to every detail of the text and pay equal attention to his or her own responses. She continued her studies in Paris, receiving a in Comparative Literature from the in 1931. Her view of the reading transaction as a unique event involving reader and text at a particular time under particular circumstances rules out the dualistic emphasis of other theories on either the reader or the text as separate and static entities.
She attended , the women's college at in New York City, receiving a degree in 1925. It does not take place on the page, in the text, but in the act of reading. They cannot make sense of a text except by seeing it in the light of other experiences, other texts. Her work made her a well-known theorist. Further, this site is using a privately owned and located server.
The aesthetic stance, on the other hand, is that of the reader who comes to a text in a less directive frame of mind, seeking not particular information or the accomplishment of an assigned task, but rather the full emotional, aesthetic, and intellectual experience offered by the text. Students should connect the reading with other experiences. It is unmistakably a polemical work, but that doesn't stop Rosenblatt from showing off an admirable knowledge of a vast array of literature, while at the same time commenting on a wealth of ongoing disputes in the critical communities. Unrau, editors, International Reading Association, article48, 1363—1398. Does the electronic version of the book completely replace the paper version? Rather, it is to be created by the individual through exchanges with texts and other readers. Such reading, in other words, is not undertaken simply as preparation for another experience--fixing a car or voting--but as an experience itself. She is best known for her two influential texts: Literature as Exploration 1938 was originally completed for the Commission on Human Relations and was a publication of the it subsequently went through 5 editions ; The Reader, The Text, The Poem: The Transactional Theory of the Literary Work 1978 , in which she argues that the act of reading literature involves a transaction Dewey's term between the reader and the text.
She is a meounts for the importance of factors such as gender, ethnicity, culture, and socioeconomic context. Thus, the text guides our self-corrective process as we read and will continue to do so after the reading is finished if we go back and reread portions, or the entire text, in order to develop or complete our interpretation. Theoretically, the writing process helps students clarify their connections and use them to improve their comprehension. If meaning resides not in the text but rather in the enactment by the reader, then the discussion of literature demands consideration of the mind of the individual reader or groups of readers. The author amply illustrates her theoretical points with interpretations of varied texts. In their transactions with such a text, not only may they not wish to be swayed by the felicities of the prose, but they may also have to guard against the possibility that the pleasures of the language, its compelling rhythms and vivid images, may obscure defects in logic, inadequacies in evidence, and other such matters significant in the analysis of the message. Her transactional theory of the interchange between the reader and the text is really quite lovely and privileges the aesthetic stance over the more typical efferent, which I think will help promote reading for enjoyment that often leads to more introspection into the book rather than the current system of teaching books that focuses on literary criticism to the extent of preventing an aesthetic and often pleasurable experience with the book.
It is the stance adopted by the amateur mechanic intent upon learning, from the manual, how to repair a carburetor. She continued her studies in Paris, receiving a in Comparative Literature from the in 1931. New York: Noble and Noble; 1976. Look for the next step. Some of the awards she has received are the Guggenheim Foundation Fellowship, the Great Teacher Award from New York University, the Russell Award for Distinguished Research from the National Council of Teachers of English, and Doctor of Humane Letters from the University of Arizona. The meaning, background, and interpretations to the text are all drawn from individual experiences and events. Is the text established primarily to help readers gain information with as little reading possible, or is the site established in order to create an aesthetic experience? Essentially, Rosenblatt mentions the transactional theory of reading from the beginning to the end.
Her roommate was , the anthropologist, who urged her to study. This process exemplifies not only reader-response criticism but also. A graduate of Barnard College, where she taught for some years, she received a doctorate in comparative literature from the Sorbonne. I actually enjoyed not only Rosenblatt's ideas but her writing of them. Rosenblatt distinguishes between the efferent stance, in which the reader is primarily concerned with what he will carry away as information from the text, and the aesthetic stance, in which the reader focuses primarily upon the experience lived through during the reading.
The rhythms and sounds of the language are of less interest than its accuracy and simplicity. It is the reader who must determine the stance, selecting for attention certain elements in the reading rather than others, and it is the teacher's task to make students aware of the possibilities. Discussions should encourage students not to win but to clarify and refine. Thus, for Iser, though the reader projects meaning onto the text, the reading activities through which we construct that meaning are prestructured by, or built into, the text. She noted that some readings were more defensible than others and worked for a community of readers who sought to refine their reading and test their responses against the text. If the prose is graceful, so much the better, but the primary concern is with the task at hand.