Analysis of both the openness, and the constraint offered by the text clarifies its complex role in the transaction with the reader. This cardinal distinction generates new light on the multidimensional process of evoking a poem and on the dynamic “mode of existence” of the literary work of art. What, in fact does the reader respond to? What does he interpret? Such questions lead me in the following pages to discriminate between the reader’s activities in “efferent” and in “aesthetic reading.” Others focus on the readers response-but to the literary work of art still assumed to exist “out there” in the text. A few have reacted to the point of insisting on the predominance of the reader’s personality. (The entire book can be read at the Internet Archive)Ĭritics and literary theorists, who have traditionally lavished attention on authors and texts, have only recently begun to consider the reader. Read the following excerpt from Louise Rosenblatt’s 1978 book, The Reader, the Text, and the Poem: The Transactional Theory of the Literary Work. Discuss the significance and impact of multiple perspectives on a given text (CLO 7.3)Īn Excerpt from Reader Response Scholarship.Demonstrate through discussion and/or writing how textual interpretation can change given the context from which one reads (CLO 6.2).Understand how context impacts the reading of a text, and how different contexts can bring about different readings (CLO 4.3).Understand how formal elements in literary texts create meaning within the context of culture and literary discourse.Use a variety of approaches to texts to support interpretations (CLO 1.2).Become familiar with a variety of approaches to texts, in the form of literary theories (CLO 1.1).Prominent practitioners of reader response criticism include Louise Rosenblatt, David Bleich, Stanley Fish, and Wolfgang Iser. Steven Lynn notes in Texts and Contexts: “For people who rejoice in the diversity of experiences and responses and opinions, reader-response criticism will be especially interesting, not only because of our different orientations and abilities, but also because of the different ways that we partition and perceive our experiences” (p. When we consider how the implied reader might read a text, we are thinking about reader responses that might be different from our own. It is often used in conjunction with other approaches to literary analysis, such as feminist or psychological criticism, to explore the ways in which a text can be interpreted and experienced by different readers. Reader response theory can be applied to any genre of literature, from poetry to novels to plays. Proponents of reader response theory argue that by emphasizing the role of the reader in shaping meaning, this approach offers a more democratic and inclusive view of literature. Reader response theory originated in the 1960s and 1970s as a reaction to the dominant New Criticism approach, which focused on the text itself rather than the reader’s response to it. This means that each reader’s interpretation of a text is unique and can vary depending on factors such as their cultural background, personal experiences, and emotional state. It asserts that the meaning of a text is not fixed and objective but rather subjective and dependent on the reader’s interpretation and response to it.Īccording to this theory, readers bring their own experiences, values, and beliefs to the text, which shape their understanding and response to it. Reader response criticism is a literary theory that focuses on the individual reader’s experience and interpretation of a text. Also, there’s the obvious objection that what the reader, either actual or implied, brings to a text does matter to how the text can be understood. You’ll recall that we discussed some of New Criticism’s limitations in our previous section, including the problem of finding “one right answer” to literary questions. 2.Reader response theory may be understood as a reaction to the strict formalism of New Criticism. Freedle (Ed.), New Directions in Discourse Processing (pp. An analysis of story comprehension in elementary school children. Parenting from the inside out: how a deeper self-understanding can help you raise children who thrive. Event knowledge, structure and function in development. Cambridge, UK: Cambridge University Press. Bloomington and Indianapolis: Indiana University Press. Avviamento alla etimologia italiana: dizionario etimologico. Dizionario etimologico della lingua italiana. Cambridge: Cambridge University Press.īurke, K. Torrance (Eds.), Literacy and orality (pp. The invention of self: autobiography and its forms. Cambridge, MA: Harvard University Press.īruner, J., & Weisser, S. Silva (Eds.), Play: its role in development and evolution.
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