Look for the next step. An inspired and encouraging discussion of the imaginative and democratizing effect of reading literature should be, and a chastisement for teachers who go the opposite route by making books more of a burden for their young students. Love , love, love it! Now that I have some real teaching experience, I am interested in revisiting this text. Teachers therefore do not lead classes carefully along to foreseen conclusions, sustained by critical authority, about literary works. This entry was posted in , and tagged , , , , , , on by. This process exemplifies not only reader-response criticism but also close reading.
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. Mostly, I love how she professionalizes teachers and put I love this book. New York: Noble and Noble; 1976. Rosenblatt, 100, an influential scholar of reading and the teaching of literature and an emeritus professor of English education at New York University, died Feb. Another way I understand her point is that both a book and we are lifeless, or at least unmoving, until we pick up the book and engage. It allows for innovation rather than stagnation and repetition. The efferent is also the stance of listeners attempting to judge the claims and promises of a political candidate.
Research and contributions When Rosenblatt began teaching English Literature at Barnard, she developed an intense interest in each reader's unique response to a given text. In it, one will find a synthesis of Bakhtin's ideologies surrounding texts, as well as a discussion of Kristeva's intertextuality, and Derrida's implication for future texts. She received the John Dewey Society Lifetime Achievement Award in 2001. Interpretation is the act of reflecting on our engagement with a text, what we make out of it, and how we made what we made out of it that is, how the text and our lives entered into a relationship to birth our response. The choice of stance may be most crucial. I draw on the philosophy of personalism to show how Rosenblatt's writing on imagination offers a more congenial framework for thinking about building harmonious human relations. I believe that students need to have opportunities to read books that they choose and to explore why these types of books appeal to them.
Bakhtin's 1981 theories as expressed in The Dialogic Imagination. This entry was posted in , and tagged , , , , , on by. This collection of original essays by some of the most respected reader-response theorists here and abroad focuses on the work of Louise Rosenblatt. Rather, meaning is made when a reader-- with all of his or her life experiences and values-- comes into contact with a printed text with all of its history and implied values at a given time. New York: Modern Language Association; 1995.
But when someone else reads that description, that person might have a completely different reaction. Chances are pretty good that they're not going to have the same sense of pleasure reading this as the reader who remembers childhood vacations to Florida. This is one of the texts that got it all started. A reader adopting such a stance attends not only to content--the information, story, or argument offered--but also to the feelings evoked, the associations and memories aroused, the stream of images that pass through the mind during the act of reading. Thus, the reader under the guidance of the text at a particular moment in time evokes the poem.
It's a shame that her theory gets watered down so much these days in a sense, even by me! Skinner's notions of behaviorism and a nod in the direction of Vygotsky's social constructivism. Baltimore: Johns Hopkins University Press, 1978. 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. Open up the discussion to the topics of self, text, and others. Rosenblatt obtained a Certitude d'etudes Françaises from the University of Grenoble in 1926. New York: Noble and Noble; 1983.
Only in the last decade, however, has the importance of her ideas about the transactional nature of reading been understood and appreciated by teachers and literary theorists. For that read 180 Days by Penny Kittle and Kelly Gallagher It is more about philosophy and experience with readers' response theory. If we have lived through these characters, we have then had an experience. New York: Modern Language Association; 1995. A fuller discussion of this depiction of reading as a process is. The creation of meaning in theatre is discussed in terms of noesis and of dramatic tension. The new edition of this work takes into account some critical theory and even culturally relevant pedagogical pieces, so it was a refreshing change from her somewhat dated 1930s writing of before.
In 1938 she transferred to , and remained on that college's rolls through 1948. This is a great book for teachers of English and reiterates a lot of what I think many of us already innately feel as lovers of language and literature -- that the reader is half the equation. Retired New York University Professor Louise Rosenblatt, who developed a revolutionary approach to reading and the teaching of literature with the 1938 publication of Literature as Exploration Appleton-Century; Modern Language Association, 1995, 5th ed. The author's philosophy is frequently cited as the first presentation of reader-response theory, but she differs from her successors in emphasizing both the reader and the text. Such reading, in other words, is not undertaken simply as preparation for another experience--fixing a car or voting--but as an experience itself. That exchange--a transaction--is more accurately characterized by Annie Dillard's metaphor.
This book also really helped me as an English teacher, particularly with Common Core, which emphasizes close reading, coming soon. Let's say you're reading a book. Note: In calculating the moving wall, the current year is not counted. But the theory does assert that the fundamental literary experience is the encounter of a reader, a unique individual, with a text. What might they read next? In 1938 she transferred to Brooklyn College, and remained on that college's rolls through 1948.